Abstract.We analyze voluntary coalition formation using a unique panel data for 1,056 municipalities in the French region of Brittany between 1995 and 2002. We use a control function approach to develop a binary discrete choice model with spatial interactions. We find that a municipality's decision to cooperate over the provision local public goods depends on the decisions of its neighbours. Comparison with spatial econometrics models (SAR and Durbin) shows that the decision to cooperate is over estimated by these more traditional models. The results are in line with the recent applied spatial economics literature but are derived for a discrete choice model setting.
In this paper we explore the effects of alternative combinations of fiscal and monetary policies under different income distribution regimes. In particular, we aim at evaluating fiscal rules in economies subject to banking crises and deep recessions. We do so using an agent-based model populated by heterogeneous capital- and consumption-good forms, heterogeneous banks, workers/consumers, a Central Bank and a Government. We show that the model is able to reproduce a wide array of macro and micro empirical regularities, including stylised facts concerning financial dynamics and banking crises. Simulation results suggest that the most appropriate policy mix to stabilise the economy requires unconstrained counter-cyclical fiscal policies, where automatic stabilisers are free to dampen business cycles fluctuations, and a monetary policy targeting also employment. Instead, discipline-guided" fiscal rules such as the Stability and Growth Pact or the Fiscal Compact in the Eurozone always depress the economy, without improving public finances, even when escape clauses in case of recessions are considered. Consequently, austerity policies appear to be in general self-defeating. Furthermore, we show that the negative effects of austere fiscal rules are magnified by conservative monetary policies focused on ination stabilisation only. Finally, the effects of monetary and fiscal policies become sharper as the level of income inequality increases.
International audience Various methods of restricting automobile traffic, by price (tolls) or by quantity (odd/even license plates or limited days of traffic), are tested in a survey (N ∼ 400) about attitudes toward traffic restrictions in Lyon, France. Ordered probit models with random-effects panel allow us to estimate the survey respondents' perceptions of these methods, as well as the roles of individual socio-demographic characteristics in the formation of these perceptions. Both the restriction of automobile traffic and its regulation by congestion (waiting in line) are widely considered unjust by the respondents, regardless of whether they work and whether they are drivers or non-drivers. Their attitudes towards tolls justified by the pollution caused by automobile traffic are less negative. As regards compensation, in addition to emergency vehicles and those that transport people with limited mobility, respondents believe car-pooling ought to benefit of a toll exemption. The support for a reduced rate for low-income users shows a concern for justice to which it will be necessary to respond. The respondents' socio-professional status, level of education, car use or non-use, and residence inside or outside of the toll zone clearly play a role in their perceptions of these methods of regulation and compensation.
Twenty Eleven was a year of revolutions in northern Africa and the Middle East. Rising in Tunisia, the revolutionary wave has spread through Egypt, Libya, Syria and other countries. The common denominator of all insurgencies has been the people's desire to shake off a long-endured yoke of tyranny which had resulted in a stagnant economy, poor life conditions and poorer public liberties. The word 'democracy' has become the catalyst of all aspirations. However, where the overthrowing of the dictator has succeeded, reform has been slow to come to pass, opening the door to new, potentially worse, forms of tyranny. The revolution John Milton envisioned during the years of England's Interregnum was itself one of liberty. Toward such end he worked tirelessly for some two decades. He worked to see liberty projected in all areas of social and political life. Criticism has largely read this as the result of Milton's apprehension of individual liberty as only fully definable within the context of public liberties. The present work argues that liberty is more appropriately seen in Milton as the rightful portion of the Christian man. In other words, liberty is more appropriately defined in Milton as Christian liberty. Liberal laws and institutions might afford relative liberties, through negotiation of individual and collective freedom, but never true liberty, the latter residing within: the man who was inwardly a slave, a slave must remain, irrespective of outward liberties. However, the man who was inwardly free, free must remain, irrespective of outward restraint. Inasmuch as it entails the restoration of mind and conscience from sin to inward liberty, Christian liberty is found setting the terms for the creation of an inward microcosm of rest and authority. If the work of Milton's left hand is best read as Milton's attempt at actualizing its pervasive domestic, ecclesiological and political ramifications, failure to see it reflected in his temporal community would alert the poet to the need for man to individually appropriate it, mindful that only the man who was inwardly free would be able to change his world.
Immigration is often seen as an instrument of adaptation for aging countries. In this paper, we evaluate, using a dynamic general equilibrium model, the contribution of migration policy in reducing the tax burden associated with the aging population in France. Four variants, compared to a baseline scenario based on official projections, are simulated with the aim to quantify the immigration effects on the French social protection finances. The first variant assesses the economic effects of immigration in France as projected into official forecasts. The three other variants are built on the same more ambitious annual flows of immigrants (corresponding to net migration that have characterized the second great wave of immigration in France in the twentieth century). These three variants only distinguish in terms of the skill structure of new migrants. We show that the age and skill structure of immigrants are the key feature that mainly determine the effects on social protection finances. Overall, these effects are all the more positive in the short-medium term that the migration policy is selective (in favor of more skilled workers). In the long term, beneficial effects of a selective policy may disappear. But the financial gains from more consequent migration flows are relatively moderated in comparison of demographic changes it implies.
Immigration is often seen as an instrument of adaptation for aging countries. In this paper, we evaluate, using a dynamic general equilibrium model, the contribution of migration policy in reducing the tax burden associated with the aging population in France. Four variants, compared to a baseline scenario based on official projections, are simulated with the aim to quantify the immigration effects on the French social protection finances. The first variant assesses the economic effects of immigration in France as projected into official forecasts. The three other variants are built on the same more ambitious annual flows of immigrants (corresponding to net migration that have characterized the second great wave of immigration in France in the twentieth century). These three variants only distinguish in terms of the skill structure of new migrants. We show that the age and skill structure of immigrants are the key feature that mainly determine the effects on social protection finances. Overall, these effects are all the more positive in the short-medium term that the migration policy is selective (in favor of more skilled workers). In the long term, beneficial effects of a selective policy may disappear. But the financial gains from more consequent migration flows are relatively moderated in comparison of demographic changes it implies.
Immigration is often seen as an instrument of adaptation for aging countries. In this paper, we evaluate, using a dynamic general equilibrium model, the contribution of migration policy in reducing the tax burden associated with the aging population in France. Four variants, compared to a baseline scenario based on official projections, are simulated with the aim to quantify the immigration effects on the French social protection finances. The first variant assesses the economic effects of immigration in France as projected into official forecasts. The three other variants are built on the same more ambitious annual flows of immigrants (corresponding to net migration that have characterized the second great wave of immigration in France in the twentieth century). These three variants only distinguish in terms of the skill structure of new migrants. We show that the age and skill structure of immigrants are the key feature that mainly determine the effects on social protection finances. Overall, these effects are all the more positive in the short-medium term that the migration policy is selective (in favor of more skilled workers). In the long term, beneficial effects of a selective policy may disappear. But the financial gains from more consequent migration flows are relatively moderated in comparison of demographic changes it implies.
Immigration is often seen as an instrument of adaptation for aging countries. In this paper, we evaluate, using a dynamic general equilibrium model, the contribution of migration policy in reducing the tax burden associated with the aging population in France. Four variants, compared to a baseline scenario based on official projections, are simulated with the aim to quantify the immigration effects on the French social protection finances. The first variant assesses the economic effects of immigration in France as projected into official forecasts. The three other variants are built on the same more ambitious annual flows of immigrants (corresponding to net migration that have characterized the second great wave of immigration in France in the twentieth century). These three variants only distinguish in terms of the skill structure of new migrants. We show that the age and skill structure of immigrants are the key feature that mainly determine the effects on social protection finances. Overall, these effects are all the more positive in the short-medium term that the migration policy is selective (in favor of more skilled workers). In the long term, beneficial effects of a selective policy may disappear. But the financial gains from more consequent migration flows are relatively moderated in comparison of demographic changes it implies.
We provide new estimates of intergenerational income mobility in France for children born in the 1970s using rich administrative data. Since parents' incomes are not observed, we employ a two-sample two-stage least squares estimation procedure. At the national level, every measure of intergenerational income persistence (intergenerational elasticities, rank-rank correlations, and transition matrices) suggests that France is characterized by relatively strong persistence relative to other developed countries. Children born to parents in the bottom 20% of their income distribution have a 10.1% probability of reaching the top 20% as adults. This probability is of 39.1% for children born to parents in the top 20%. At the local level, we find substantial spatial variations in intergenerational mobility. It is higher in the West of France and particularly low in the North and in the South. We uncover significant relationships between absolute upward mobility and characteristics of the environment an individual grew up in, such as the unemployment rate, population density, and income inequality.
THE IMPLEMENTATION OF ENGLISH LANGUAGE AS THE MEDIUM IN TEACHING SCIENCE TO THE EIGHT GRADERS OF "KELAS UNGGULAN" AT MTSN KEDIRI II Ana Khoirun Nikmah English Education Department, Language and Arts Faculty, Surabaya State University. Email: nikmeh08@gmail.com Rahayu Kuswardani, S.Pd, M.Appl English Education Department, Language and Arts Faculty, Surabaya State University. Abstrak Sesuai dengan program kelas unggulan, kelas yang semula hanya menerapkan proses kegiatan belajar mengajar dengan menggunakan Bahasa Indonesia sekarang diharapkan bisa menggunakan Bahasa Inggris dalam kegiatan belajar mereka, baik itu dalam hal mengajar maupun dalam pengajaran sesui materi pelajaran. Ini merupakan tantangan bagi seorang guru dalam menghadapi system pembelajaran seperti itu. Kompetensi dan keahlian guru yang baik sangat dibutuhkan dan juga dalam keseluruhan standar pengurangan Bahasa Inggris. Selain itu, system pembelajarn ini juga tidak semudah yang kita pikir. Mereka diharuskan belajar ilmu pengetahuan menggunakan Bahasa Inggris sebagai media proses belajar mengajar padahal mereka juga masih belajar Bahasa Inggris. Oleh karena itu, dalam penelitian ini, penelti melakukan penelitian yang bertujuan untuk memahami masalah diantara keahlian guru Bahasa Inggris dalam menguasai Bahasa Inggris ketika mengajar ilmu pengetahuan dan masalah siswa dalam memahami ilmu pengetahuan yang menggunakan Bahasa Inggris. Dari latar belakang yang sudah disebutkan tersebut, peneliti tertarik untuk melakukan penelitian berdasarkan situasi yand terjadi dengan judul "The Implementation of English Language as the Medium in Teaching Science to the Eight Graders of "Kelas Unggulan" at MTsN Kediri II". Obyek penelitian dala penelitian ini adalah kompetensi gur ilmu pengetahuan dalam mengajar ilmu pengetahuan dengan menggunakan media Bahasa Inggris dan penerapannya dalam kegiatan belajar mengajar, masalah yang dihadapi guru ilmu pengetahuan selama kegiatan belajar mengajar di kelas delapan pada kelas unggulan MTsN Kediri II. Penelitian ini menggunakan penelitian deskripif kualitatif. Sedangkan subjek penelitian ini adalah kelas delapan pada kelas unggulan MTsN Kediri II. Dalam pengumpulan data, peneliti menggunakan dua instrument, yaitu catatan observasi dan wawancara. Catatan observasi dilakukan untuk mengetahui kompetensi guru dalam mengembangkan kemampuan Bahasa Inggrisnya dalam proses belajar mengajar. Sedangkan wawancara dilakukan untuk mengetahui usaha-usaha guru yang telah dilakukan mengembangkan dan mengatasi masalah dalam penggunaan Bahasa Inggris sebagai media pembelajaran. Berdasarkan observasi yang telah dilakukan, peneliti menyimpulkan bahwa kompetensi guru dalam berbahasa inggris harus dikembangkan, terutama kosakata dan strukturnya. Sedangkan dari hasil wawancara, peneliti mengetahui bahwa guru ilmu pengetahuan kelas delapan pada kelas unggulan MTsN Kediri II selalu mengembangkan kompetensinya untuk mengatasi masalah dalam kegiatan belajar mengajar dengan cara mengikuti kursus Bahasa Inggris dan bekerjasama dengan sebuah tempat kursus Bahasa Inggris di Kampung Inggris, Pare. Karena masalah utama di dalam kelas adalah penggunaan Bahasa Inggris pada guru dan pemahaman para murid, maka materi ilmu pengetahuan diberikan dengan tetap menggunakan Bahasa Inggris sebagai medianya. Keyword: kemampuan guru ilmu pengetahuan dalam berbahasa inggris pada "kelas unggulan" Abstract The term of "kelas unggulan", which has been using teaching and learning in bahasa Indonesia is expected to perform effectively in English, to teach and acquire subject specific knowledge. It is one of challenges of teacher to face this reality. Good teacher's competency and proficiency are needed and also overall declining standard of English. In the other hand it is not as simple as everyone think. They have to learn science using English as the medium of teaching and learning process whereas they also still learning English. Therefore, to understand the problem between the English teacher's proficiency in mastery English language to teach science and the problem with the students understanding science in English. From the background above the researcher is interested in conducting research related to the situation, entitled "The Implementation of English Language as the Medium in Teaching Science to the Eight Graders of "Kelas Unggulan" at MTsN Kediri II".The objective researches of this study are the science teacher competency in explaining science using English as the medium and the implementation of it, the problem faced by science teacher during teaching and learning process at Eight Graders in "kelas unggulan" at MTsN Kediri II. This research use descriptive qualitative research while the subject is Eight Graders in "kelas unggulan" at MTsN Kediri II. In collecting data the researcher use two instruments, they are observation field note and interview. The observation field note is used to know the teacher competency in improving her English while teaching and learning process. And the interview is used to know the effort of the teacher in improving and also facing the problem in using English as the medium of instruction. Based on the observation, the researcher concludes that the teacher's competency in English needs to be improved, especially in vocabularies and structure. Then, from the interview the researcher knows that the science teacher of Eight Graders in "kelas unggulan" at MTsN Kediri II always improve her competency just to overcome the problem in teaching and learning process by taking English course and doing cooperation with one of big English course in kampong English, Pare. Because the main problems in the class are the English teacher and the students understanding the science material given using English as the medium. Keyword: Science Teacher's competency in English in "kelas unggulan" INTRODUCTION In the current era of globalization, English language plays an important role in international communication. All of the aspects on live, like technology, economic, politic, art, education etc. use English Language to communicate. For example, in technology, we all know that Yamaha product is made in Japan. But when we read the direction note of Yamaha product, we will find some technical term used is English Language. We also can find this case in economic aspect. In a free market, if there are two seller were not come from English doing transaction, they will decide to use English Language to talk each other. So that is not surprising that English Language is known as the international language. In fact some countries in this world use English language to be their national language, like Singapore. And the other countries use English language as their second language besides their own national language. But in our country, Indonesia is still included in a country that used English as the foreign language. So that way is aware of along with the globalization, the need for an English language skill is increasingly apparent. Therefore, it is not surprising that experts who are involved in education feel the need to provide intensive English lessons and continuing English education to the students in middle school even since the children were still sitting in elementary school. Secondary school level has a lot of junior and senior high school who offer to pioneer international standard school and has a lot of schools that obtain international school status. The schools, which obtain international status, prepare their students for the future so that they can compete globally. Recognizing the importance of quality in education and a desire to catch up education set back with other countries, governments are encouraged to perform a major breakthrough in the field of education by designing international school. The government wants to promote educational programs in the country by turning national schools into international standard schools. Schools must make an effort to improve the quality of teaching and teachers' so that teachers' quality will not be left behind. One of the schools that used international standard is MTsN Kediri II. MTsN Kediri II is a junior high school located in Kediri, East Java. It is included one of the favorite school in Kediri because almost of their students are smart enough and often be the winner in Olympiad. Since some years ago besides use national curriculum, this school also use international standard in their education. Because of that, they divided their class into some kinds of class. That is regular and kelas unggulan. Regular class is a class that use national curriculum in their teaching learning process. In other hand, the kelas unggulan is a class based on international standard. In kelas unggulan, some subjects such as Mathematics, Physics, Chemistry, Biology and Economics should be conducted in English or in a bilingual classroom learning environment. Bilingual education involves teaching academic content in two languages that is, in a native and secondary language with varying amounts of each language used in accordance with the program model. It is an educational approach that not only allows students to master academic content material, but also become proficient in two languages. It is an increasingly valuable skill in the early twenty-first century. It is the program which is intended to help children to keep up with their peers in subject such as math, science and social studies while they study English (Maria. 2001). The purpose of bilingual instruction is to increase academic achievement by using the student's home language as the main communication medium. Bilingual instruction involves the use of two languages for instructions for part or all of the activities within the classroom. One language is English and the other language is the student's home language that is the language spoken in the home. English is taught as a second language (James. 1988). Whether teaching a transitional class, a maintenance class, or a two ways bilingual class, the main difference from a monolingual class is the balance in using of the two languages. A second variable which affects the process of classroom organization is who teaches: a team, a teacher and an aide or one teacher alone. The third variable comes from the structure of the program model. There are the three major variations in classroom design which effect use of the two languages in a bilingual classroom. The first is The concurrent approach. In this approach A teacher using concurrent approach may use both languages interchangeable in a teaching content are or two teachers may team teach one lesson, each modeling a different language. The second is Pre-view-pre-view. It involves three steps in a team teaching situation: an introduction to the lesson is first given by one instructor in one language. The lesson is then presented in the other language by the second instructor. Review and reinforcement of the lesson takes place with the whole class using the two languages interchangeably in a concurrent approach, or the class is divided into dominant- language groups, led by each teacher separately. The last approach is Alternate language approach. Clearly structures a separation between the two languages. But for student is so limited proficiency in one of the language instruction, the language chosen for content area instruction can involve complex decision. In early stages, student should receive science lesson in their first language, but as they develop increasing proficiency in a second language, they may introduced to an increasing amount of science instruction in their second language. In the school that uses bilingual classroom system, the teacher must have two levels of language skills sufficient to be able to teach bilingual classes. But here, Sheelagh and Cristine (2007:6) divided two different types of teachers who have very different needs-the expertise of the language may not be shared by the content and vice versa. The first is Teacher of English who now has to teach another subject through English, rather than just teaching the language. And the other is subject teacher who now have to teach their subject through English. In this research, the researcher study about the second type of CLIL, that is subject teacher who now have to teach their subject through English, exactly science teacher. As Henderson and Wellington (2001:23) said that whilst research shows that one of major difficulties in learning science is learning the language of science, to experience the teaching and learning process would suggest that science teachers often consider the use of English in Biology lesson to be of marginal relevance to the learning of science (Henderson & Wellington. 2001:23) . They further add that in general, teachers who teach content do not recognize languages learning opportunities. If there is any effort at all in incorporating language development, they just concentrate on vocabulary development. John (1997:17) also said that some science teachers hope that the vocabulary of science will be recognized by the students as a key to its comprehension and appreciation. The teacher also must make avert efforts to interpret the nature of Biology lesson and the habits of learning Biology through its language or vocabulary. So we can conclude that science teacher must be competence in the both od the biology subject and English Language. The problem that we find in the reality is one cannot confirm that the subject teachers are able to become a bilingual who is ready to teach in two languages, Indonesian and English. How long does it take for a teacher to be ready to teach bilingual? In addition, the level of bilingual skills to a certain level is needed or that must be achieved by a teacher to be able to teach bilingual classes. Those subject teachers mostly of are not graduates of English Education, so maybe they will find difficulty in explaining their material in English. Therefore, the researcher wanted to conduct a research which intends to describe this phenomenon, the implementation of English language as the medium in teaching scdience at eight grade in "kelas Unggulan" at MTsN Kediri II. By conducting this study, the researcher has purpose to find out the implementation of English language in teaching science for eight graders and the teacher's problems faced during classroom teaching and learning. By knowing the fact or the result of the study, the researcher hoped it will give meaningful contribution for The teacher who uses English, especially science teacher in "kelas unggulan" at MTsN Kediri II, can improve their ability in English and the quality of teaching and learning process, and also the result is expected to contribute development of teaching science by using English in "kelas unggulan" at MTsN Kediri. It is also expected to give meaningful contribution for Indonesian government. It is hoped that the government can consider about the programs to make Indonesia to become international level in education by using English in the process of teaching and learning process. According to the government it can make the education in Indonesia becomes better than before to the international level, people argue that it does not make better education in Indonesia, but it can make the education. Worse, since the students face more problems in their study due to their English ability is still poor. This phenomenon makes the researcher puts her interest to conduct research about it. The researcher questions: (1) how is the implementation of English language in teaching science for eight grader? (2) What problems do the teachers face during classroom teaching and learning? METHOD Based on the research question and the objective of the study, the researcher used descriptive qualitative. Gay (1992) explained that Descriptive research involves collecting data in order to answer questions concerning the current statues of the subject of the study). In this study, the researcher described the implementation of English language as the medium in teaching scdience at eight grade in "kelas Unggulan" at MTsN Kediri II. She concentrated on the biology class activity and the biology teacher herself. In this research, the researcher chose descriptive qualitative as the research design based on two reasons, which are the objective of this study is to describe the implementation of English language as the medium in teaching scdience at eight grade in "kelas Unggulan" at MTsN Kediri II and there is no treatment in this study. The subject of this study was the biology teacher of "kelas unggulan" in the 8th at MTsN Kediri II. The researcher chose the biology teacher because three reason. For the first, there are many students who favor Biology lesson. They like biology subject because biology is the easiest among Physic, Chemistry and Biology. The second reason is Biology lesson has a few things to be discussed about numerical, but it has many explanations. To give explanation a material in the Biology, teachers have to explain more. It means the teacher should make long sentences and more languages especially English. And the las reason is there is another language that is in Biology discussion, that is Latin language. Every plant or animals has Latin name, so students have to understand which Latin language is and which is English. This study is taken place in the 8th "kelas unggulan" and the teacher's office. For the first day, the researcher observes the condition of the school and the Biology teacher's when she was teaching in the classroom. The researcher recorded the teaching and learning process using vidio camera and tape recorder. And on the next day, the researcher came to the teacher office, actually on the biology teacher's room to interview her. The interview was used to find the data form the Biology teacher. The purpose of this interview was also to find out the information about teacher's efforts in developing the English language competency and to find out what the problems she usually faced during teaching and learning Biology by using English language. After knowing the problem, researcher could infer reasonable solution to solve the problems that were faced by the teacher. The data of this study is the condition of the biology class on 8th "kelas unggulan" in MTsN Kediri II. It included the teacher's competence in giving oral instruction by using English language in her Biology science class, for example asking question in English, giving opinion, giving explanation in English and the students' expression and utterance during teaching leraning activity. The other data is teachers' answer in the form of utterances and expressions given by the teachers during interview sessions which are transcribed into written form. Besides the result of the researcher's observation, the source of the data is the biology teacher herself. In this research, all of the data were collected by using observation field note and interview, were analyzed inductively in order to answer research questions stated in chapter one. The first step was accumulating the data recorded from the result of class observation and the answer of biology teachers through interview given. After all of data accumulated, the researcher studied the data well, she described them by classifying into the finding based on the research question. In addition, all the data were collected thoroughly as happened in the reality. RESULT AND DISCUSSION This chapter presents the result and discussion of the study as the answers for the research questions: (1) how is the implementation of English language in teaching science for eight grades? (2) What problems do the teachers face during classroom teaching and learning? Result Here, the researcher explained about the first and second day observation done by the researcher. On the first day observation, the researcher observed the condition on 8th kelas unggulan of MTsN Kediri II. In the first observation, the researcher noticed some facts happened in their teaching learning activities. Those are: (a) when the teacher explains the material by using English, her explanation is difficult to be understood by her students. (b) The science teacher of "kelas unggulan" in MTsN Kediri II does not always use English in explaining science material. (c) When the teacher wanted to explain about the material, she was consuming too much time to find the proper words makes the students waiting for long time, and also makes them getting bored. (d) the teacher often feels nervous and automatically, she cannot control her speaking, especially in pronunciation and vocabulary. In term of pronunciations, the researcher finds some words mispronounced words form, it was pronounced this word as like forem. In the word size, it is pronounced with sez. (e) The teacher thinks that the use of translation method make the students understands the material well. So that, in the most of the time she explains the material by using mother tongue then translate in to the English. (f) Because the teacher is fully aware that she is not teaching language at all but teaching science. So, she thinks that it's not to importance to make her English perfect. It is better to teach real science rather than just focusing on the students' English skills. (g) There are three languages used in the class there are (Indonesia, Javanese and English). But the biggest portion, about eighty percent used Indonesian. On the second day of this research, the researcher done interview the biology teacher of 8th "kelas unggulan" in MTsN Kediri II. From the interview which was done on May 23th 2013, the researcher tried to analyzes the teacher efforts in improving her skills in English language. There was one teacher who was interviewed by the researcher. Mrs Zahra', she is science teacher in the eighth graders of MTsN Kediri II. Science Teacher stated that, actually, she has already tried her best effort in improving English skills. It was done by practicing the speaking skill with her daughter and son at home. Her children convinced their mother that if she always does not speak English continuously and regularly as her daily habit, it will really improve her English. Besides the effort or practice she does at home, she also joins the English course which is hosted by the school in cooperation with one of good English course in Pare. These are proves that both school wants to improve the English ability so that she teaches science by using English confidently. Besides that, the school also held TOEFL and TOEIC test to know whether the competency of the teacher has improved or not. The Teacher's Competency in using English as the Medium of Teaching Science Teacher ability plays important role in delivering new knowledge and skills to students. If the teacher wants to be regarded as excellent and competent teachers by parents based of the excellent academic achievement of the student the teacher have to works hard to get it. In the implementation of the teaching Science in English in kelas unggulan, teacher's competency in teaching the subject is really needed, it include in the way the teacher teaching, teaching strategy, etc. This is so because many of our teachers today have had very little exposure to the subjects in English. In this research, the researcher explained about science teachers' competency which contains the ability to ask question in English, the ability to use oral instruction in English and the ability to give opinion in English. The Teacher's Ability in Questioning Student In the teaching and learning process in teaching science by using English as the language medium, the science teacher of Kelas unggulan at MTsN Kediri II is expected to be able to ask question to their students about the material that she had explained by using English. If it runs well, of course, it will make the students motivated during question and answer session. However, the teacher which is expected to be a model that has perfect examples how to ask thing in English did not do so. So that way, their students also answer the question in mixed language. Based on the observation done by the researcher, the researcher conclude that the science teachers in Kelas unggulan of eight graders of MTsN Kediri II still use translation method, that she use both English and Indonesia in asking question. This condition happened because both of the teacher and student do not master English well. To her observation, both the kelas unggulan students and the teacher are have not ready to use English one hundred percent yet in the class. Even though the researcher had to agreed that the use of English one hundred percent is too difficult for students, simply because the science language is different from the English that the students are studying during English class, the teacher as the important point should push herself to use English as close as possible at least they have to reach 75% during the teaching and learning process especially in asking question. Of course, the English foreign learners or English second learners will get some difficulties to express science term in English, but they have to work hard if they really want to make the bilingual runs well. The Teacher's Ability in Giving Oral Instruction by Using English In the process of teaching and learning science using English as the language medium, the science teachers of MTsN Kediri II always tried to give oral instruction to her students beside the written instruction. These two important are things which cannot be separated one by one. It is important to oral instruction during the teaching learning process, because without oral instruction the communication in the class between teacher and students cannot runs well. In this case, as a science teacher does oral instruction to help her students to understand the task easily. However, the simple interaction only done in Indonesian language, not in English because, the teacher still has difficulty to make simple interaction by using English. Based on the result of observation, the researcher concluded that the science teacher of MTsN Kediri II tried to maximize her ability in using oral instruction in English even though it is not grammatically correct. She tried and sometimes she mixed it with Indonesian. The problem is of mixing the language because, she still uses Indonesian quite a lot when giving her oral instruction. Based on the researcher observation, the science teacher of Kelas unggulan should master the art of giving oral instruction in English to communicate with their students if she wants to make the class become the real bilingual or international standard class. The Teacher's Ability in Giving Opinion to the Students Teaching through another language for some subjects may have cause a language problem. It happens in this class also when the teacher expresses her opinion in English; she mixed it with Indonesian language. Seems that she still find difficulties. It can be frustrated for the teacher to teach subject that have different language vocabularies, especially science subject. The language for science is different from the English language which students use in English class activities. Vocabulary in Science class has special syntactic structures. Making inferences in science subject meaning give all contribute to the difficulties of many other subject subjects which use English so. The selected teacher who teaches science by using English as the language medium of interaction for Eight graders in MTsN Kediri 2 has tried to maximize her ability in using English. During classroom activities the science teacher sometimes mixed the language when she was giving her opinion to the students. The Teacher's Efforts in Improving her English Teaching Skills From the observation and the interview that has been conducted, the researcher finds some mistakes of the science teacher in expressing sentences and words in spite of her mistakes. The mistakes include the teacher still tries her best effort to use English in explaining all the science materials. In the contrary to the teacher's effort, most of the mispronouncing the words and mixing the languages between English and Indonesian, students are still difficult to handle the maximum usage of English. They have to understand the science material in English is a big challenge to them. Therefore, to maximize her students' difficulty and to overcome the challenge, teacher uses Indonesian in some of explanations. Based on the result of observation, it can be concluded that sometimes the science teacher mixed the language or does not use English at all when she was not sure with the English Especially, if the teacher who does not have a good competency with her English language. The requirements to use English can be serious problem. From the interview that has been done the researcher find some facts that: First, the science teacher doesn't have good ability in speaking English or explain the science term correctly in English. Based on that, she gets difficulties in delivering the content to the students. Second, seems that science teacher is not too familiar with the terminologies and science terms in the English language due to her minimal exposure for learning and teaching science in the English language. Since the school supports the Implementation English in science class. The teachers' competency in teaching subject needs to be improved immediately. It is so because many of science teachers in that school have had very little experience in exposure English as the language medium in the classroom especially for the class that is chosen as kelas unggulan. The Problems Faced by the Teacher During Teaching and Learning Process There were some problems faced by science teacher of Kelas unggulan in MTsN Kediri II during teaching and learning Science by using English. The main problem of successful in using English in kelas unggulan is from the students' ability to understand the material which is presented in English. This fact is also confirmed by the science teacher, Mrs. Zahra' who is the teacher of science in "kelas unggulan" of MTsN Kediri II for class said that her problem during classroom explanation when she was teaching science refer to the language competency of their students in order to understand the science language in English. She stated if the students did not understand the language, it shows that they also would not be able to do the science task correctly. The solution of this problem according to her is giving some vocabularies continuously to the students who have the difficulties in understanding the science language. One more thing that in MTsN Kediri II there are some teams which is have quite good members who has cooperation with an English course in Pare. It was had been for about 3 months. So, it means the groups still in the process of improvement. The science teacher who has a team teaching in the process of teaching science for the class of Kelas unggulan have the different problem. She said that the problem which is occurred in the process of teaching science not only the language problem but also less motivation and participation of the students to follow the class activities. The solution according to her is using different kind of teaching strategies and giving motivation to their students in every meeting. From the statement above, it can be known that every science teachers who teach using English have their own problems, and they also have their own solution to improve the skill of their students in science, besides the using various kind of learning strategies which will make the teaching learning process enjoy full. CONCLUSION AND SUGGESTION Conclusion Based on the finding of data analysis and discussion in previous chapter, the researcher drew a conclusion: First, from the result of the research analysis, it is proved that the students' understanding of science's class taught by using English as the medium of teaching and learning science process still have no improvements, and based on the result of research question by using interview, shows that using of English as medium of teaching and learning process is not quite effective for of MTsN Kediri II. It's not because of just the teacher's ability, but also the students' English especially in understanding the words or vocabulary influence the result of learning, and in this school there are still some reasons that make the school has not been ready in applying English in teaching science, seen from the teacher's English ability and also the lack of the students' vocabulary on the lesson. Second, the use of English as the medium of teaching and learning science process in the science class makes the students are unable to enjoy their learning activities as well as the technique of the teacher use is not quite attracting them, and they can not understand the English teacher's explaination well. It seems that the teacher's technique cannot help them reduce the students' anxiety of learning. In addition, it cannot make them feel comfortable in learning to lead them to be better in learning. Meanwhile the goal of applying English in teaching science is that the students have to be brave to say or to express their idea in English, and the teacher's motivation is to make them confident to share the ideas. Third, the use of English as the medium of teaching and learning science process to the eight graders of MTsN Kediri II cannot seem to change the atmosphere of the classroom and is also unable to broaden their knowledges. Actually, it offers much wider range of language opportunities but what has happened there, the students have more difficulties in expressing the ideas, the correct vocabulary and sentences. Fourth, the use of English as the medium of teaching and learning science has made the class less active. The students do not have great willingness to participate without being forced by the teacher and they are still afraid of making mistakes in expressing the ideas. Fifth, the use of English as the medium of teaching and learning science makes the students less motivated in learning and are easier to grasp the lesson. Based on the observation has been done by the researcher there are just few students who have a bravery to express their ideas. Sixth, the other problems the students face are mostly in expressing ideas in English and lack of confidence and vocabulary. Suggestions The success in teaching not only depends on the lesson program, but also what is more important is how the teacher presents the lesson and uses various techniques to manage the class more lively and enjoyable. Regarding to the teaching science by using English as the medium of teaching and learning process, the writer gives some suggestion for the teacher. The science teacher should choose the materials that are appropriate and not too difficult for the students, the teacher should make sure that the students have fully understanding and enough information they need before assigning English as the medium of teaching science to the students, the teacher should keep controlling the student activities, the teacher should present the language in an enjoyable, relaxed and understandable way in order to make the students are attracted and enjoyed the science materials in English. Besides, the researcher suggests to the students. The students are hoped not to be shy in expressing the idea in English, to be active and creative in enriching their vocabulary, to use English when they practice or express the ideas although it is hard for them, the students should take part in teaching and learning process since being active in the class is needed. REFERENCES Collier, Virginia P. A Synthesis of Studies Examining Long-Term Language Dellar, Sheelagh and Christine Pierce. 2007. Teaching Other Subject Through English. New York: Oxford University Press. Page 6-7 Estela, Brisk, Maria. 2001. Bilingual Education from Compensatory to Quality Schooling. New Jersey London : Baston University Gay, L.R. 1992. Education Research Competencies for Analysis and Application Fourth Edition. New York: Florida International Universities Honbry,A S. 1995. Oxford Advanced Learner's Dictionary of Current English Fifth Edition. Walton Street: Oxford University Press. Page 595 James, H. 1992. Education Research. New York : Hopper Collins Publisher Jarret, Dense. 1999. Teaching Mathematics and Science to English Language –Learners. Alaska : Nortwest Regional Education Laboratory Jinsook Choi and Joel Kuipers . Bilingual Practices in a Science Classroom Minority Student Data on Academic Achievement Washington, DC: National Clearing house for Bilingual Education. Page 87 Ovando, Carlos J.and Virginia P Collier. 1985. Bilingual and Esl Clasroom. New York : Mc Graw-Hill. Page 38 Robert C. Bogdan and friend. 1992. Qualitative Research for Education second edition. London: Ally and Bacon. Page 30
THE GETTYSBURG MERCURY The Literary Journal of Pennsylvania College Entered at the Postofice at Gettysburg as second-class matter VOL. X GETTYSBURG, PA., OCTOBER, 1901 No. 5 TABLE OF CONTENTS Nature's Chain, . 137 The Survival of the Fittest, . . . .138 Man Was Not Made to Mourn, . . . 143 Some Important Deductions from a Comparative Study of My-thologies, . . . . . . 147 The Thunder Storm, . 1SS Editorial, . . 157 Resolutions of Respect, . . . . 158 Oration: The Character of Our Early American Forefathers, . 159 James Russell Eowell, . 165 Exchanges, . . . . . 170 NATURE'S CHAIN [From the "Essay on Man"] Look 'round our world; behold the chain of love Combining- all below and all above, See plastic nature working- to this end, The single atoms each to other tend, Attract, attracted to, the next in place, Formed and impelled its neighbor to embrace. See matter next, with various life endued, Press to one center still, the general good. See dying vegetables life sustain, See life dissolving, vegetate again; All forms that perish other forms supply (By turns we catch the vital breath, and die); Eike bubbles on the sea of matter borne, They rise, they break, and to that sea return. Nothing is foreign; parts relate to whole; One all-extending, all-preserving Soul Connects each being, greatest with the least; Made beast in aid of man, and man of beast; All served, all serving; nothing stands alone ; The chain holds on, and where it ends, unknown. —POPE. ^•jataut HHOMIHIHHBBHHHmBIBH 138 77/^ GETTYSBURG MERCURY THE SURVIVAL OF TME FITTEST D. C. BURNITE, '01 [dies Prize Essay—First Prize] "Ivives of great men all remind us We can make our lives sublime." —Longfellow. TV/fANKIND is like the face of a mountainous country. As we -*■'*■ view the human landscape, here and there, like peaks which rise above the plain and rear their snow-crowned heads among the clouds, appear, in bold contrast to the ordinary level of their fel-lows, the mighty men whose lives are the pages of history. And as we contemplate these epoch makers, there wells up in us, and quite naturally, too, a strong spirit of emulation. We admire them and would be like them. Of course, not every one of us can be a Napoleon, or a Wash-ington, or a Franklin, or a Grant; but each has abundant chances of becoming a less conspicuous, but yet quite prominent, feature in the plane of humanity. And it is the existence of such chances that prompts the youth of today to ask himself and others how best to pursue success. Geologists tell us that peaks owe their existence to their dur-able qualities. The surrounding material, by the action of aqueous erosion, has been carried away, leaving these tall projections which have been able to resist for ages the frictional action of water. Upon this same principle rests the success of the "makers of his-tory." Certain things in their make-up have enabled them to stand firm against the attrition of such circumstances as have swept their less sturdy fellows into the "realm of innocuous des-uetude." Their success is the result of the operation of the prin-ciple of the survival of the fittest. Ever since the world began, the principles and causes which have resulted in such changes as have been mentioned have al-ways been the same, and are the same, as those in operation to-day. And this is true of human affairs; so that the young man must realize that the same principles and causes which determined the success of great men, still operate. Ere he can resist the downward pressure of the busy, indifferent world about him, and, as Greely says, "bulge out over the top, where he is sure to be seen," it is necessary that he follows the same plan to secure suc-cess as that which has enabled others before him to become emi- THE GETTYSBURG MERCURY 139 nent. Just as they have survived innumerable discouragements and scaled the heights of fame because they have made themselves the fittest, so must the youth, in order to reach a high place, develop in himself those things which will render him, too, fit to combat opposing forces. And what are the elements of that fitness which has led to the success of men? Rvery person expects to be or do something, some day; that is, all have purposes. Yet most of these are more or less vague. But what we who would get on in the world must have, are defi-nite purposes. A race without a fixed goal is nothing. Without a definite end to strive for, life is a mere "struggle for existence," and existence is all we get. But life is more than this. The fu-ture holds out many prizes to each of us, to be won only by those who decide definitely for what prize they shall strive. The trav-eller must know, if not to what distance he desires to go, at least what is the bearing of the course he wants to pursue, or he may travel in a circle. If we want to move from our present positions, we must have purposes which, though they are not necessarily limited in extent, yet in direction must be definite. Napoleon, at the very outstart of his brilliant career, aimed at the rulership of the French nation. Lincoln had a definite intention, formed early in life, to do good to others. And how signally he suc-ceeded when he liberated those millions of sufferers! And to rise as these men did, we too must adopt this important element of their fitness,—a definiteness of purpose. Besides the fact that great men have had definite intentions, we observe that they all show elements of fitness in the characters they possessed. All the truly great—and we mean by truly great, not a Nero or Lord Byron, but those whom the good admire,— have been men of high morality. And the more elevated their moral traits, the more we admire them. High moral qualities are a part of the equipment which has bsought them, and will bring us, success. As a possessor of such characteristics, "Old Abe" stands pre-eminent,— a veritable personification of honesty; an honesty which did not allow him to support the unjust, though legal, side of a question; an honesty which made him lose in purse, but gain in esteem, till as a result of this quality he attained a world-wide re-spect, which will last as long as man and memory exist. Lincoln's is real fame, and the young man can do nothing better than adopt 140 THE GETTYSBURG MERCURY \ I in his character the prime element which brought renown to "Honest Old Abe." True courtesy is a moral quality, based upon thoughtfulness and consideration for others. Men must be gentlemen, if they want to make progress. Great men are not always polished models ot etiquette, but courtesy has always been a mark of their fitness to occupy the positions at which they have aimed. ' 'Jeffersonian simplicity" did not hinder the third President from reaching the place to which he was helped by Jeffersonian courtesy. Eet us avoid error, and imitate in ourselves this essential quality of fit-ness to advance. Impure and intemperate habits invariably destroy all chances of complete success. Neither Burns nor Poe have secured all the glory which steadier lives would have brought. Irregular habits undermine and weaken all the qualities of body, mind, and spirit, and under their influence complete triumph is impossible. Better adopt the kind of habits which rendered long and useful the lives of Greely, Bismarck, and Gladstone. Their temperate lives are models from which men may safely mould their conduct and there-by place themselves among the fittest to survive. Morality is admirable, but when heightened by the influence of Christian principles, it becomes sublime. Men like Luther and Washington, who have worked under the rule of Christianity, stand at the very summit of human esteem. Elijah Morse once said: "Young man, a good character; yes, and a clean, religious life, are the foundation stones for success." But the moral and religious traits we have spoken of are not all that bring success. It is true that they are the "foundation stones," but upon these there has always been built a structure of other materials, which have made their possessors able to sur-vive opposing forces. The extremely pious are not always re-membered, but those whomwe admire most and shall never for-get have linked their piety, as we should do, with other things essential to render them fittest to endure. L,et us speak also of these. Josh Billings says- "Energy is what wins. Many men fail to reach the mark because the powder in them is not proportional to the bullet." Men must have "vim," or they fail to remove what to them seem insurmountable obstacles. The Alps were no barrier to the vigor of Bonaparte. Neither must the young man THE GETTYSBURG MERCURY 141 of to-day lack this same sort of energy. It will enable him to sur-vive in the conflict with whatever comes between him and victory. The life of the man who would "fight it out on this line, if it takes all summer," testifies that the aspirant must try to imitate that in Grant which, in vulgar parlance, we call' 'sticktoitiveness.'' He must have a spirit of assiduity. Pluck cannot get along with-out Plod. Those who have become eminent have done so because they have hung to their purpose till triumph has crowned their persistence. Sir Isaac Newton, although met by what would seem to most men an impassable barrier, worked on for thirteen years before he was able to give the world the correct theory of gravity. The pursuit of success is up-hill work and a halt on the slope is fatal. Not one of the world's great men would have been able to survive the friction of ever-appearing hindrances, without this quality of persistency. Neither can any others who lack it hope to appear among the fittest. "Eternal vigilance is the price of success." It was on this principle that Mark Twain worked while becoming famous as a Mississippi River pilot, and later, while rising to his present lit-erary status. He himself testifies to the importance of this trait, when he gives this advice: "I say, young man, put all your eggs in one basket, and then watch that basket \" We must "Stop, look and listen !" for the multifarious dangers we are liable to en-counter. It was the "Father of the New York Tribune" who turned failure into success by following the principle he himself puts forth in these words: "Do the very best you can where you are!" Concentration and thoroughness have marked the lives of those we desire to emulate. We have all made a practice of doing one thing at a time, and doing that well. It was John Wanamaker who once wheeled the delivery barrow of a dry-goods firm through the streets of Philadelphia; and he did it well, too. Concentrated effort in one direction led him finally to make for us an excellent Post-Master-General. And we also can follow his plan and rise. Close attention to little things enabled Watt to notice and use the principle he saw in the movement of his mother's tea-kettle as the means whereby his steam-engine could be impelled. It is of little things the big are made. Nothing we see or experience is too small to receive attention. Andrew Carnegie knows all the details of his immense business,—none too small to be important \ i ■ I i 142 THE GETTYSBURG MERCURY to him. Nor must the youth who would succeed act differently from those whose fitness to rise included attention to little things. The best recommendation for the importance of a good educa-tion comes from those who have never had this advantage. Lin-coln's life-long regret was that he had not had a college education, and it limited his powers in many directions. However, self-taught men like he was have managed to climb the steep and reach the level of greatness without it. But just as one member of the body becomes stronger when its mate is injured, so such men, in the absence of higher education, have developed a substitute in the shape of great common sense. This we must have, or our fit-ness to survive the impositions of more shrewd men is impaired All these principles, and many, many others under which great men have worked, we must adopt if we want to aim at true great-ness. However, all cannot reach the topmost places. But an honest attempt to make the conditions in our lives conform to those manifested in the lives of successful men, will, at least, en-able us to rise far above mediocrity. Just as mountain peaks are formed of material most suitable to stand the wear and tear of ages, so must we young men be made of such stuff as will help us to throw off, without injury, those things which would keep us down, and rise till we attract the no-tice and elicit the worthy commendation of our fellows. Yet, let us not forget that the principle of the survival of the fittest extends farther than we have mentioned. For, away back, twenty centuries ago, there appeared a Great Man, a Model such as we find nowhere among the thousands of earthly great. He is the fittest and His survival is everlasting. Would we survive all the ills of this life, would we be classed among the truly fit, would we attain to higher praise than men can give,—heavenly praise ? Ifso, let us emulate him, the Model of all models, the Ideal! Then can we be like Him and join Him in the eternal survival of the fittest. "How void of reason are our hopes and fears 1 What in the conduct of our life appears So well designed, so luckily begun, But when we have our wish, we wish undone." DRYDHN. THE GETTYSBURG MERCURY 143 MAN WAS NOT MADE TO MOURN J. B. BAKER, '01 [Gies Prize Essay—Second Prize] OOBERT BURNS is the author of a varied and numerous array A * of beautiful poems. As a song writer he is the world's greatest. As rusticity's artist he ranks well with Shakespeare. His heart was great and his genius commensurate, winging its way to loftiest heights and recognizing the meanest things. He has been called the most directly inspired of all the poets. While the fame of other immortals rests upon the matured product of a life study, his finds its basis in the product of an hour. He goes out into the couutr)', disturbs a field mouse and ad-dresses it on the spot in quaint poetic style. A limping hare, a bank of flowers, a winding brook, a chilly blast, a neighbor's weal, a neighbor's woe, all appealed to his sensitive nature and won immediate response in verse. Such an one, however great he be, is in danger. Second thoughts, even in a Shakespeare, are preferable and it is neither a reflection upon the author nor a mark of conceit upon anyone to deferentially differ from him in a passing thought or hastily written verse. Burns said, "Man was made to Mourn.'.' The poem is sub-lime in its pathos but false, we believe, in sentiment. It shows the leaden sky but not the bow of promise. To study the end to which man was made we must ask time to turn backward in her flight for a moment or two and bring up the past. Oliver Wendell Holmes said we ought to begin a man's biog-raphy one hundred years before he is born. We would begin with generic man already when the idea of his creation was first formulated in the Divine Mind, for the idea of creation and the object of existence must have been coeval. They are concomitant notions and of a twin birth. What then was the mood of that pregnant mind at the event-ful date ? That question answered and our query is practically solved, for created things invariably bear the marks of their Creator. The readers of the world know the character and object of a literary production of a known author, before they open the book. They would not expect the sweet placid flow of an Irving from I I 144 THE GETTYSBURG MERCURY the rough and rugged Cooper. Nor would they hope to hear the strains of Whittier coming from Virgil's lyre. Neither could have produced the works of the other. Their gems, in prose and song, were merely the externalization of their own minds and they could not have written otherwise because they could not have externalized that which had not already had an anterior internal existence. Precisely so, in our crude, fragmentary, symbolic fashion must we conceive of the Alpha of all reality. We are wooed to believe that everything in this central universe bears marks of kinship with Him, and particularly do we believe it to be true of man. We are like Him. Is He glad or is He sad? Does He mourn? That is the question upon the solution of which depends the pur-posed end of man's existence. To attempt an answer to a question like that, however, involv-ing as it does, eons of time and a Being unfathomable, might ap-pear a bit presumptuous, but a little reflection will prove the con-trary. We cannot escape it. The question abides with us through every period of our rational life. It presses upon us as atmos-pheric air upon our frames. It fills the human mind as star dust fills the sky. We must think of God, but without attributes that is impossible. What then are the qualities discoverable in his na-ture to give us an antecedent probability that man was made to mourn? Those qualities discoverable by us and those recognized by ages before us are wisdom, power and goodness and these in an unlimited degree. The gradual unfolding of orderly arrangement, hitherto unknown, reveals the wisdom. The spangled robe of night reveals the power. While the goodness, as for it, it shines from His very nature as light from the noon-day sun. How One possessed at once of Omniscience, Omnipotence and Infinite Benevolence could ever be sad and in mourning is beyond the grasp of human reason. Mourning implies regret at something that has happened and surely nothing could grieve Him who had the ability and fore-sight to avert the offending cause. Mourning is incompatible with the idea of Divinity as held by the majority of men to-day. But some are disposed to call these qualities into question. Not a few thinkers of eminent ability and indubitable integrity find themselves unable to predicate them of Him. I | El l SOME IMPORTANT DEDUCTIONS FROM A COMPARATIVE STUDY OF MYTHOLOGIES C M. A. STINE, '01 [Gies Prize Essay—Third Prize] THE meaning of the word mythology is, literally, a treatise of *■ myths, or a writing composed of a number of fables. The term is applicable to the writings descriptive of ancient systems of religious beliefs, their various deities, and the attributes and the relations of these deities. Just as the child peoples the world about it with fairies both good and evil in their intentions toward human beings, so in a somewhat similar manner, the early races personified the phenom-ena of nature and sought to render intelligible the workings of nature thrust upon them for explanation, and which were to them otherwise inexplicable. Out of these explanations arose the vast bodies of legends descriptive of the various deities, their origin, adventures, attributes and relations. These personifications of nature with their body of attendant prerogatives arose from two principal causes: the necessity of pro-viding a cause for an observed effect, and the necessity of supply-ing a want felt in every human soul. Every human soul feels the need of a deity upon which to rest its faith and to whom it may look for aid. Whether the production is evolved by the human soul without a divine revelation does not concern us at present. To arrive at some explanation of the nature of the world, and the operation of those natural laws otherwise unintelligible, as well as of his own genesis, man invented the host of gods and demi-gods. The higher attributes ascribed to the divinities—their more purely spiritual qualities, arose out of man's need. Man is con- 148 THE GETTYSBURG MERCURY scious of those forces which we call good and evil. He realizes the constant antagonism between the two, and the ethical super-iority of the former. He feels that according to his sense of jus-tice good should be rewarded and evil punished; yet his experience teaches him that such is not always the case. Hence there arises a feeling of the need of some force which may be supernatural, and which will reconcile the apparent contradictions, and fill the hiatus which is felt to exist. Thus there is the necessity of a god and a future existence. The study of ancient mythology with a comparison of the dif-ferent systems, serves a number of purposes. We gain a knowl-edge of the varying degrees of complexity of the different systems of belief, the height of their spiritual conceptions, and their degree of knowledge of the true God—that is their relation to Monothe-ism, the resemblance of the different creeds in the attributes as-cribed to the different divinities, and the similarity in their names. First. We may judge of the character and location of the people—whether agricultural, pastoral, commercial, peaceful or warlike, inland or maritime; and as to the climatic conditions, and natural features of the territory occupied. Secondly. We may judge as to the degree of civilization at-tained. An enumeration of what is included in the term civil-ization may be in place. By civilization we mean the knowledge of the arts and sciences, mechanical and political; also the degree of purity of religious conception. Upon the true or erroneous ideas of God depends man's treatment of his fellow-man, his real-ization of the principles of universal brotherhood, and divine fatherhood, and all the altruistic impulses. There is certainly but little civilization where these latter are lacking, and upon the extent of the realization and adoption of these principles depends the greater or less degree of excellence to which a civilization may lay claim. Thirdly. A comparison of these systems affords a means whereby the knowledge of the common origin of various branches of the human family may be gained. In our consideration of ancient mythology, the chief form of belief to which we wish to devote our attention is that held by the Indo-Germanic family. The systems of mythology which we shall briefly study, are those of the Greeks, latins, Norse and THE GETTYSBURG MERCURY 149 Old Germans, Hindoos and Egyptians, as affording the best illus-tration of the principles enumerated. The system of mythology held and constructed by the Greeks is the one of which the most complete knowledge is attainable, excepting perhaps that of the Latins. But the resemblance be-tween these two is close, and the Greek may be taken as typical. Upon these, therefore, we shall base our conclusions. A study of Greek mythology reveals the following as to the character of the people, their location, and the climatic conditions of the territory occupied. The Greeks were an imaginative people, judging from the vast collection of myths relating to their deities, their doings among men. Every tree, blade of grass, fountain, streamlet and river; every breeze that blew and every raging storm, had its own particular presiding spirit. Gods, demigods, nymphs, satyrs, dryads and hamadryads are multiplied without number. The stories of the gods based upon nature, are given a vast body of detail, and an amount of local coloring which displays the workings of a national imagination of great activity and scope. The race seems also to have been somewhat mercurial in tem-perament. All of the earlier races are susceptible to changes in the seasons, and to the alternations of day and night, but the Greeks were particularly so. The approach of spring was heralded with the most extravagant rejoicings and sacrifices to various gods, especially to Dionysos. From the character of the deities worshiped they must have been a people engaged in pastoral, agricultural and commercial pursuits. We arrive at this conclusion because the people wor-shiped deities who were presumed to have the care of shepherds and their flocks, of farmers and their harvests, and of sailors. Some of the gods are themselves shepherds. Apollo is so repre-sented, although his flock is made up of the clouds in the fields of ether. Demeter is the goddess of the harvests. Hermes is the guardian of the sailor. The Greeks were extremely careful to preserve the favor of their gods, and maintained their sanctity to the last of their na-tional existence. They are extremely afraid of offending their deities, and must have been an exceedingly pious people. But all their piety did little for their morals. In all their business trans-actions we have evidence that they were a lying and a tricky I ; 'f. 150 THE GETTYSBURG MERCURY i people. Hermes, the god of liars, the protector of the knave, was greatly venerated. From what we have already said we would infer that the land of the Greeks was suitable for the pasturing of flocks and for the cultivation of the vine. Wewouldalso infer thatit was contiguous to the ocean. It must also have been alandsubject to the change of the seasons, for we have already seen that the festivals com-memorating the change of times and seasons, formed a part of his worship. That he made much of physical excellence is evident from the fact that he prayed often to a god whose chiefprerogativewasthe care of the athlete. Mythology and history are heartily agreed upon this point. He was evidently highly intellectual and capable of abstract thought; for he worshiped a goddess who was the personification of mind and intellectuality. Her attributes are those of mind and she is above the physical desires and passions that enslave. From this recounting of the physical enviroment and the in-tellectual attainment of the Greek we can readily determine the degree of civilization attained. We admit right here that myth-ology is not our only source of information, but we do maintain that we can determine the degree of civilization from the mythol-ogy of the people. Because the Greek engaged in commerce he came in contact with other nations, and thus acquired a knowledge of their arts and sciences. The Greek had his organized household, and was far in ad-vance of the wandering tribe; but not one of his deities is repre-sented as presiding over domestic life. The L,atins with their Lares and Penates, seem to come much nearer to the conception of our modern home. The number of muses presiding over the various forms of lit-erary composition, and the completeness of attributes, together with the veneration in which they were held, indicate literature to have been one of the chief pursuits of the people. The high degree of excellence attained in this respect confirms our position. The degree of his intellectuality is evinced in his conception of the goddess Athene. Then, too, if there had been no artists and sculptors there would have been no deities to inspire that class of men. The same may be said of government and the deities that preside over magistrates. ta THE GETTYSBURG MERCURY 151 The worship of a deity supposed to aid in the right government of a state, and to have the oversight of the fulfillment of the ends of justice presupposes a well organized system of government. All this is indicative of the degree of civilization of a people. But all these things are the mere externalities, the polish of civilization rather than the vital principle. Civilization of the heart, that is purity of life and worship, are the fundamental prin-ciples of civilization, and these are attained or not attained accord-ing to the character of the conception of the one true God. It is uncertain in how far the Greek attained to the idea of one God. Very high attributes and lofty conceptions were had by the Greeks, of divinity. This is plainly shown by attributes assigned to their different divinites. In a few cases Zeus is represented as exercis-ing a sort of supreme power over the other gods, which somewhat approaches the conception of the Bible of God and the angels as ministering spirits. As already stated, the Greek was pious in the extreme. His life was one of constant anxiety lest he offend, voluntary or involuntary, some one ofhis numerous deities. The names he applies to his deities are not those which would be ap-plied by a loving creature to a gracious Creator. In Aeschylus we find the words: "Zeus, wherever thou art, by whatever name it please thee to be named, I call on thee and pray." The Greeks made a constant effort to flatter and propitiate the gods, who were regarded as enemies of human happiness. Prob-ably the only god whom the Greeks truly loved was Dionysos. He was thought to rejoice in the happiness of men, and to his worship, in the festivals, the Greek surrendered himself with de-light. He was probably the only deity whom they worshipped from motives of affection rather than fear. Whilst many of the stories related of the various deities are incompatible with our conception of God; it must nevertheless be remembered that many of these stories are mere allegories created to typify and explain analogous happenings in nature. Thus they lose their revolting character. For a long time this was remem-bered by the worshipper himself, but it is feared that in later national history the Greek often gave himself up to excesses under the impression of divine sanction. Whilst many of the stories of the deities are revolting, many are very beautiful, and come close to the Christian conception of right conduct. Therefore there must i 152 THE GETTYSBURG MERCURY 1 i have existed a high ethical conception in the souls of many. But these conceptions are, after all, the exception and not the rule. The Greek's conception of life was largely fatalistic. Ananka, Necessity, loomed as a vast incontrovertible force from whose decrees there could be no escape. When a crime of any sort was committed the Erynys dogged the unhappy perpetrator with an awful insistence, and at some time, sooner or later, the crime was avenged. The conception of the hereafter as imagined by the Greek was gloom}' in the extreme. The spirit of the ordinary mortal passed at death to a domain of dimmest twilight, to the land of Hades. Here the shadow of the body lived an existence surrounded by in-tangible spectres, in the gloom of the mighty underworld. Only the souls of heroes and those semi-divine beings who were espe-cially, favored of the gods attained the happiness of the sunlit Elysian fields. The soul of the criminal passed to a region beneath Hades, to Tartaros, a place of torment and woe. The immortality of the soul held no joy to the mind of the Greek. His mythology gives us no reason to believe that he had the slightest conception of a hereafter portrayed in the bible. This affords us a complete understanding of the Greek mind. Polished in intellect, beautiful in body, in many ways possessing a refined nature, yet in this one essential the civilization of the Greek fell short. Self-sacrifice and unselfish devotion, whilst here and there in his mythology dimly hinted at, yet to the mass of the nation unknown, never animated the every-day life of the Greek. Thus in this cursory glance at the Greek nature we have pointed out the application of the first two principles enunciated at the beginning of this paper; but these same principles are equally well illustrated in the mythology of other peoples. Whilst our knowledge of the Norse and old German Mythol-ogies is much less complete, since the people were not literary, and preserved their traditions largely in memory and not in books, yet this mythology upon examination, is found to yield the same results as the Grecian. The conception of the god Odin for in-stance, shows the same conformity and coloring which that of the Greek Zeus exhibits. We cannot in this article enter into a de-tailed description of the mythology of the Latins, the Norse and old German, the Hindoo and the Egyptian, yet they all equally THE GETTYSBURG MERCURY 153 well serve to show the condition of the peoples who originated them. Let us now pass to the third fact, namely, that by a considera-tion of the mythologies of the peoples a knowledge of their common origin is obtained. No student of mythology will deny that in all the religious beliefs of the different nations there is a certain similarity. The Aztec system with the great god at the head and with its crowd of lesser deities, the North American Indians' conception of the Great Spirit with the host of lesser deities, in common with the nations of the Indo-Germanic family, had a degree of resemblance in the wider facts of their mythologies. The consideration of the conceptions of belief and worship of all the peoples and nations we have studied drives us to the conclusion that these peoples had a common origin. Let us glance at a few of the more marked resemblances which appear. Odin of the Norse, Zeus of the Greeks, Jupiter of the Latins, and Atmer of the Hin-doo- Brahmin systems are all alike personifications of the life-giv-ing properties of the air of heaven. The Egyptian system seems to be much farther advanced at the period with which our record begins, than the other systems enumerated. In fact it had reached a more metaphysical development. Consequently there is greater difficulty in the comparison of the Egyptian conception with the others, but in this system we notice the same overlapping of the attributes of one deity with those of another, and in some degree, an identity of attributes. Zeus is the father of the muses and Odin is the father of Saga, the goddess of poetry. Thor or Donar, another Norse divinity, is the god of thunder. As the god of thunder he resembles Zeus, and as the thunder bolts of Zeus were forged by the smith-god Hephaestus, who dwelt below ground, so the hammer of Thor was forged by the dwarves (Zwerge), or black elves who dwelt within the earth. Thor and Odin are identified with one another much the same as Vishnu and Indra in the Hindoo system. Thor and Vishnu go on foot to the councils of the gods. Vishnu is represented as traversing heaven in three strides. The Norse god, Tyr, is a personification of the brightness of the heavens. He is also named Zui and Saxuot. Here there appears a striking resemblance in names. Zui is iden-tical with the root meaning to shine. Sanscrit, Dyaus, the Greek Zeus, the Latin, Deus. Among the Vedic gods, Dyaus is the god of the shining heavens in the same way as Zeus of the Greeks. 154 THE GETTYSBURG MERCURY Dyaus-pater is the same as Jupiter, the dy being displaced by the J in the L,atin. Indra, of the Hindoos, who hurls the thunder-bolts, and is "the cloud compeller," corresponds in these func-tions with Zeus and Thor. His beard of lightning is the red beard of Thor. The goddess Ushas is the goddess of dawn among the Vedic deities. She corresponds to the Greek Eos. We notice the striking similarity between the two words, indicating deriva-tion from a common root. Thus we might go on multiplying in-stances and giving examples of this similarity. The attributes of the Egyptian deities are to a large extent interchangeable with those of the Greeks and the Norse. The Egyptian conceptions are arrived at by the same personifications of the powers of nature, and in their attributes represent the same mingling of the mater-ial with the spiritual, as do the Grecian, I,atin, Norse and Hindoo. They all represent the occurrences of nature under similar anal-ogies of deeds performed by the divinities. Their names have similar physical meanings. For in the resemblance thus illus-trated and existing to a much greater degree than we can stop to point out, we derived unquestionable proof of identity in the origin of these peoples. It is probable from the very close simil-arity of the I^atin and the Greek systems, that these two nations were less widely separated after the first division than were the other nations, or else that the separation of these two branches took place at some time after the original body had divided and migrated to different points of the compass. From this hasty glance at a few of the ancient systems ot mythology and a review of a number of their points ofresemblance, we obtain an idea of the vast importance which this study may assume. In conclusion we must remark what is palpable to every stu-dent of mythology, that the Christian religion could never have been evolved out of these systems. In its sweet simplicity, its purity and truth, it over-reaches all others in their utmost stretch. Of a truth there is no god but God, and no revelation but the bible. There is a majesty in simplicity which is far above the quaint-ness of wit.—Pope. THE GETTYSBURG MERCURY 155 THE THUNDER STORM C. W. WEISER, '01 [Gies Prize Essay—Honorable Mention] Upon a sultry August noon The scorching sun came beating down, And all was wrapt in smoky haze Swelt'ring 'neath the withering rays. Above the rugged mountain brink Arose a cloud as black as ink; Dark and motionless it loomed, As if the peak itself were doomed To bear the threat'ning, murky mass, Towering o'er the narrow pass. Then arose a sullen roar, A sudden rush and down it bore Along its path, As tho' in wrath It meant to take, To bend, or break; Destruction carry, Doom, or harry. Now on its course, In mutterings hoarse, It came with rumble Loud, and grumble. A peal, a mutter, A flash and flutter, And on it swept with dire confusion, And in its wake in swift profusion Came other clouds as swift, now dark, Then livid with old Vulcan's spark. Thro' the whirling and the roar Now the rain began to pour In torrents loud upon the roof, And the pine-tree tops aloof, Dashing 'gainst the shanty walls In a way that most appalls, Beating loudly oh the pane Were the dashing drops of rain. Flash of lightning Heavens bright'ning, Peals of thunder Fill with wonder. Crash ! we hear the loud report, Crash ! returns the dread retort. Heavens lighten, splinters flying 156 THE GETTYSBURG MERCURY From the mighty trees outlying ! Crash ! Flash ! Flash ! Crash I Rumble ! Roar! Crash ! Flash ! Hurling death and doom, destruction— Crash ! Flash ! in loud convulsion— Upon the forest, peaks disheveled, Rain-tossed, sighing, lowly leveled; Filling all with consternation At this freak of old creation. Flash !—growing dimmer its existence. Crash !—a pealing now in distance. Rumble, rumble, roar and rumble, Mutterings dull and muffled grumble; Rumble, rumble, rumble, roar, Down the dell, the mountains o'er. Gently now the rain is pattering, On the roof and windows clattering, While below the brook is gushing, Muddy wild and roaring, rushing. Clouds are flying, sky is clearing, The storm has passed, and sun appearing Smiles upon the world again Thro' the crystal drops of rain. i A populous solitude of bees and birds, And fairy-form'd and many colored things, Who worship him with notes more sweet than words, And innocently open their glad wings. Fearless and full of life, the gushing springs And fall of lofty fountains, and the bend Of stirring branches, and the bud which brings The swiftest thought of beauty, here extend, Mingling and made by love unto one mighty end. —BYRON. THE GETTYSBURG MERCURY Entered at the Postoffice at Gettysburg as second-class matter Voi,. X GETTYSBURG, PA., OCTOBER, 1901 No. 5 E. C. RUBY, '02, Editor-in- Chief R. ST. CLAIR POFFENBARGER,' 02, Business Manager J. F. NEWMAN, '02, Exchange Editor Assistant Editors Miss ANNIE M. SWARTZ, '02 A. B. RICHARD, '02 Advisory Board PROF. J. A. HIMES, A. M., LIT. D. PROF. G. D. STAHLEY, M. D. PROF. J. W. RICHARD, D. D. Assistant Business Manager CURTIS E. COOK, '03 Published eacli month, from October to June inclusive, by the joint literary societies of Pennsylvania (Gettysburg) College. Subscription price, One Dollar a year in advance; single copies Fifteen Cents. Notice to discontinue sending the MERCURY to any address must be accompanied by all arrearages. Students, Professors, and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Business Manager. Articles for publication should be addressed to the Editor. Address THE GETTYSBURG MERCURY, GETTYSBURG, PA. EDITORIAL '"pHIS issue of the MERCURY is made up largely of essaj's which *■ were in the Gies Prize Contest last year. Had it not been for this supply the editor might have had considerable difficulty in finding enough material for this number. We are looking for-ward to the future of our literary publication with a great deal of hope and firmly believe that our hope can be realized. We cer-tainly have among our fellow-students many who possess consid-erable literary talent, and others who desire the opportunity for development in the literary field. To such we would suggest that they should not neglect the opportunity which the MERCURY ex-tends to them. We shall be glad to have all who are interested in literary work place into our hands any manuscripts for publi-cation. We shall carefully examine them and always exercise 158 THE GETTYSBURG MERCURY I i our best judgment in the selections we make for presentation to the public. Fellow-students, it will depend largely upon the in-terest which you take in this work whether our hopes for the suc-cess of the MERCURY shall be realized or not. Let us not forget that this is a matter which pertains to the institution and not to any particular individual. By doing our duty towards this pub-lication we are making it a true index of the work that is being done in the literary departments ot our Alma Mater. RESOLUTIONS OP RESPECT CLASS VV7HEREAS, God in his divine wisdom has seen fit to sum- " mon from our midst to his eternal home one whom we most highly esteemed as a classmate and companion, Theodore Frank McAllister, Therefore, at a meeting of the class of '03, Pennsylvania Col-lege, September 7th, 1901, be it unanimously Resolved, That by this untimely visitation of Divine Providence we have lost one of the most worthy members of the class, one whose Christian character was such as to call forth universal ad-miration, whose amiable disposition gained the friendship of all whom he met, whose abilities as a student pointed to a most use-ful career; and also Resolved, That though we be saddened by this bereavement in the midst of our collegiate course, we humbly submit to the will of Him, who knoweth and doeth better than we, believing that our loss is his gain; and also Resolved, That by his death, by its great effect upon us, we have been led to a greater seriousness in the work of life; and also Resolved, That we extend to the family in its bereavement our sincere sympathy, and pray that God and Saviour, who has borne our griefs and carried our sorrows, to comfort them in their afflic-tion, and also Resolved, That a copy of these resolutions be sent to the sorrow-ing family, and to the college journals and town papers. DAVID S. WEIMER, ROSE E. PLANK, EDWARD B. HAY. THE GETTYSBURG MERCURY Y. M. C. A. 159 WHEREAS, it has pleased Almighty God in his all-wise provi-dence to remove from our association our friend and faithful co-worker, T. Frank McAllister, be it Resolved, That in his death the association has lost a member whose manly virtue and consistent Christian life were a help and inspiration to all, and be it Resolved, That the college has lost a faithful student and an en-thusiastic man in all college affairs, one who lived for the better-ment of his fellows and was happiest when promoting their wel-fare, and be it Resolved, That these resolutions be published in the town and college papers. WILBUR H. FLECK, FRANK DAYMAN, F. GARMAN MASTERS, Committee. nMHMWMHIWiill^HflUllil IHl|i|IMBillililll|H|IH 1v t jj 1 111 J GQgj ORATION: THE CHARACTER OP OUR EARLY AMERICAN FOREFATHERS P. H. R. MULLEN, '01 "PAR from me and my friends be such frigid philosophy as may ■*• conduct us indifferent, and unmoved, over any ground which has been dignified by wisdom, bravery or virtue. That man is little to be admired whose patriotism would not gain force on the plain of Marathon, or whose piety would not grow warmer among the ruins of Ionia." These noble words from the pen of Dr. Johnson express a sen-timent that ought to find a response in the heart of every Ameri-can citizen. We cannot visit the spots forever hallowed by the valorous deeds of enduring worth, wrought by the makers of our early history, without a sense of gratitude and profound reverence. To dwell upon such a theme without a thrill of emotion, would augur a spirit undeserving of the great legacy bequeathed to us by those venerable personages of the past. If the Greek could boast of an illustrious ancestry we can boast more; if the Roman could linger at the forum to hear the orators lavish their loftiest flights of eloquence upon the rising glory of the "eternal city," we may declare with great emphasis that its ■ 160 THE GETTYSBURG MERCURY splendor grows dim before the rising sun of our national glory, as the moon pales with the advancing day. No other nation has had such a beginning. The early history of every other great nation has a vague outline that marks its transition from lawlessness and barbarism to civilization, but America, comparatively speaking, sprung into being full grown, as "Athena from the brow of Zeus." We are alone among the nations of the earth in having such colossal founders. We need only mention the Pilgrim Fathers, and there is suggested a host of associations. At what a critical period in the world's history did they appear! They shattered the power of a dominant ecclesiasticism and gave to the world re-ligious freedom. We see them committing themselves in a frail bark to a "cruel, crawling sea," uncertain whether they should not all begin their long sleep, and fill a "wandering grave" beneath its restless bil-lows, before they should set foot on American soil. But, guided by their adored Jehovah, through the trackless waters, they at length disembark upon a rock on a desolate shore, and we hear their com-mingled prayers of gratitude break the monotonous voice of the sea. From this rock they go forth to sow the seeds of a mighty nation. We hear the blows of their axes against the primeval forest, ringing out on the frosty air like the pealing of liberty bells. In the light of their burning villages we see a band of savages danc-ing in taunting glee. With unabated zeal they resurrect another village from the ashes. From a miserly soil is forced, by untiring energy, a comfortable livelihood, and the "wilderness blossoms as the rose." A noted statesman has fittingly said: "We shall not stand unmoved on the shore of Plymouth while the sea con-tinues to wash it, nor will our brethren in future time forget the place of the nation's establishment till their river shall cease to flow by it. No vigor of youth, no maturity of age will lead the nation to forget the spots where its infancy was cradled and de-fended." The years of our nation's infancy were truly the most "sad and sublime'' in history. We have dwelt at some length upon the achievements of the Pilgrim Fathers because their deeds are the best interpreters of their character. It is a noteworthy fact, much to the credit of the Pilgrims, that they were the first colonists with sufficient "staying power" THE GETTYSBURG MERCURY 161 to establish a permanent colony in North America. Repeated efforts had been made in Mexico and in Florida, by the Spaniards, but those colonists had as often retreated in the face of unexpected difficulties, without accomplishing anything except the squander-ing of the resources of the borne government. France, likewise, had been unsuccessful for several reasons, chiefly because of the temper of her colonists. Several companies of English colonists also had attempted to take up land in the New World, but had repeatedly failed. It remained for the Pilgrims to be the honored founders of our great Republic, and their final success is fraught with great significance. They were constituted of ' 'sterner stuff'' than their predecessors and had an unchangeable purpose to prod their spirits in the presence of discouragement. To them physical pain was decidedly preferable to spiritual bondage, and they suffered on, unflinchingly, uncomplainingly, to the bitter end. "Religious Liberty" were the two words emblazoned upon the banner of the Pilgrims, and many times were those words des-tined to be written in blood before that banner was to be free from assault. They had, however, one harbor to which they repaired in every time of storm, one fortress in time of danger, one harbinger of hope in time of gloom, one source of truth amid the duplicity of oppressive and corrupt governors—the Bible, from which they received iron into their blood. This book was the Pilgrim's hope, his song, his prayer, his guide. The Old Testament, with its honor roll of immortal heroes, furnished the Pilgrims an ideal for their conduct in persecution and trial. The New Testament was the eternal pledge of final victory, an unfailing reward, an un-fading crown. The Puritans were characterized by a total lack of effeminacy. Their character was sturdy and masculine. No amusements were tolerated that had a tendency to destroy the severity and intensity of life. Severely religious, strict to a degree of intolerance, sternly resolute, stubbornly persistent, implicitly obedient to the dictates of conscience, the Puritans exhibit a massiveness and rugged grandeur of character that has never been surpassed. They were men of unblemished integrity, as distinguished for private pur-ity as for public virtue.'' We have never contemplated a group of men whose faults were so few, whose virtues so many, whose honor was so stainless, whose characters were so untarnished, as Stationery, Blank Books, Amateur Pho-tographic Supplies, Etc., Etc. BALTIMORE ST. R. fi. GULP PAPER HANGER, Second Square, York Street. COLLEGE EMBLEMS. EMIL ZOTHE, ENGRAVER. DESIGNER AND MANUFACTURING JEWELER. 19 S. NINTH ST. PHILADELPHIA SPECIALTIES: Masonic Marks, Society- Badges, College Buttons, Pins, Scarf Pins, Stick Pins and Athletic Prizes. All Goods ordered through A. N. Beau. A. G Miller Job Printer Students' Trade Solicited Best of Work Guaranteed Meneely Bell Co. TROY, N. 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Electric Cars to and from Depot. Electric Light and Steam Heat. J. M. & M. S. BUTTERWORTH, Proprietors Special Rates for Commer-cial Men "EZ 1ST IMMER CUT ET WAS ZU WISSEIN." These are the words of Goethe, the great German poet, and are as true in our day as when uttered. In these times of defective vision it is good to know something- about eyes. A great deal has been learned about the value of glasses and their application since Goethe lived. Spectacle wearers have increased by thousands, while at the same time, persons losing their eyesight have been greatly diminished. If your eyes trouble you in any way let me tell you the cause. Examination free and prices reasonable. We grind all our own lenses and fit the best lenses (no matter what anyone else has charged you) for $2.50 per pair and as cheap as SO cents per pair, or duplicate a broken lens if we have one-half or more of the old one, at a reasonable charge, returning same day received. .E. L. 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KEMAL'S INFIDELITY AND ITS INFLUENTIAL FACTOR IN ORHAN PAMUK'S THE MUSEUM OF INNOCENCE Ayu Setya Rahayu English Department, Language and Arts Faculty, State University of Surabaya cosmeticmiracle@yahoo.com Drs. Much. Khoiri M.Si. English Department, Language and Arts Faculty, State University of Surabaya much_choiri@yahoo.com Abstract Infidelity is defined as unfaithfulness of being unreliable or being attracted to someone other than one relationship partner. There are two types of infidelity, emotional and sexual infidelity. What constitutes an act of infidelity varies within cultures and depends on the type of relationship that exists between people.This study is aimed to present infidelity as experinced by Kemal as the main character in Orhan Pamuk's The Museum of Innocence, and to reveal the most influential factor of his infidelity.The study uses descriptive qualitative research with psychoanalitic approach. The object of the study is The Museum of Innocence by Orhan Pamuk, published in New York by vintage books in 2009. The data are in the form of quotation, fragments, and dialogues or monologues that indicated the thoughts and action concerning form of infidelity, and also its most influential factor. The data is analyzed by applying the theory of infidelity by Dirgosta and Barta, and also the most influential factor of it. This study also uses the theory of love and will by Rollo May to reveal his influential factor that lead to his infidelity based on the concept above and the quotation depicted in the novel.The result of this study shows thatKemal, the main character of this novel, commits both sexual and emotional infidelity. Initially, he becomes emotionally connected with someone outside of his relationship named Fusun. One way of looking at emotional infidelity is, that it is very dangerous, because it is not only takes away time and energy from his relationship, but it lead him to sexual infidelity and to the end of his engagement. Andthe main factors of Kemal's infidelity represented from this novel is he falls in love with someone else named Fusun. Actually, this novel is story of love of Kemal and Fusun, then his feeling of love that prompted him to take an action in certain direction which can realize his purpose of love. Because in love, there is definitely a will to unite with beloved people, then it gives rise a boost in his heart to betray his fiancee. Keywords: Infdelity, love, will, novel Abstrak Perselingkuhan didefinisikan sebagai ketidaksetiaan, diandalkan atau tertarik pada orang lain di luar dari pasangannya . Ada dua jenis perselingkuhan , perselingkuhan emosional dan seksual . Yang merupakan suatu tindakan perselingkuhan bervariasi dalam budaya dan tergantung pada jenis hubungan yang ada antara manusia. Penelitian ini bertujuan untuk menyajikan perselingkuhan yang di alami oleh Kemal sebagai sebagai tokoh utama dalam novel berjudul The Museum of Innocence karya Orhan Pamuk, dan untuk mengungkap faktor yang paling berpengaruh dalam perselingkuhannya.Penelitian ini menggunakan penelitian deskriptif kualitatif dengan pendekatan psikoanalisis . Objek penelitiaan ini adalah novel The Museum of Innocence karya Orhan Pamuk , yang diterbitkan di New York oleh vintage books tahun 2009 . Data tersebutdi peroleh dalam bentuk kutipan , fragmen , dan dialog atau monolog yang menunjukkan pemikiran dan tindakan mengenai bentuk perselingkuhan Kemal dan juga faktor yang paling berpengaruh. Data dianalisis dengan menerapkan teori perselingkuhan oleh Dirgosta dan Barta untuk mengungkapkan refleksi penggambaran perselingkuhan Kemal dan juga faktor yang paling berpengaruh. Penelitian ini juga menggunakan teori cinta dan keinginan oleh Rollo May untuk mengungkapkan faktor paling berpengaruh yang mengarah pada perselingkuhan yang didasarkan pada konsep di atas dan kutipan yang digambarkan dalam novel. Penelitian ini menunjukkan bahwa Kemal , tokoh utama dalam novel ini , melakukan perselingkuhan baik seksual mapun emosional . Awalnya , ia menjadi terhubung secara dengan seseorang di luar hubungannya, bernama Fusun . Salah satu cara untuk melihat perselingkuhan emosional adalah , bahwa sangat berbahaya , karena tidak hanya menghilangkan waktu dan energi dari hubungannya sebelumnya , namun membawanya ke perselingkuhan seksual, hingga merusak pertunangannya dengan Sibel. Dan faktor utama perselingkuhan oleh Kemal yang tergambar dalam novel ini adalah ia jatuh cinta dengan orang lain bernama Fusun . Sebenarnya , novel ini adalah kisah cinta Kemal dan Fusun , maka perasaannya cinta yang mendorongnya untuk mengambil tindakan dalam arah tertentu yang dapat mewujudkan tujuan cintanya . Karena di dalam cinta , pasti ada keinginan untuk bersatu dengan orang-orang yang di cintainya, kemudian memberikan dorongan dalam hatinya untuk mengkhianati tunangannya . Kata kunci: Infidelity, love, will, novel Introduction Within the context of intimate relationships, infidelity has been defined as a partner's violation of norms pertaining to the level of emotional or physical intimacy in which people engaged in outside the relationship (Drigotas & Barta, 2001:45). In the currentera,many strange phenomena appear and done by society. One of the interesting behavior in humansare donetoday is infidelity and that is very oftenaround environment. Not only household commit infidelity, but also in interpersonal relationship. The phenomenon of infidelity is dominant on the socioeconomic statu sof middle to top, especially in big cities. Moreover, the problem of infidelity is often atrigger forvarious cases of divorce or even murder. There are two kinds of infidelity that occurs in today's modern society, the emotional and sexual infidelity.Emotional infidelity in channeling emotional feeling for someone outside the relationship or marriage, whilesexual infidelity isi having sexual intercourse outside of relationship or marriage.The case of emotional infidelity begin when two beings of different sex, begin exchange of information, and the feelings that it was actually supposed to be feel just exclusive for partner. And started to be worse when there is no excitement and keep the distance with ypartner and began to yearn to talk to someone else, rather than the one romantic partners. The climax it will past the limit and begin to emerge the real problem in the relationship that shouldn't happen, that's secrets and lies. And when the lie begins,it will difficult to stop. Then, sexual infidelity is just waiting for the right moment. Talking about infidelity, nobody can remove it from the word "love", because if the lovethat isbuilt with the previous couple is strong and sturdy, then the affair could have been avoided. Love is a natural thingin human life. Love is a basic human emotion, but understanding how and why it happens is not necessarily easy. In fact, for a long time, many people suggested that love was simply something that they couldn't understand. Accoding to Erich Fromm, to love somebody is not just a strong feeling, but it is a decision, it is a judgement, and it is a promise,if love were only a feeling there would be no basis for the promise to love each other forever (McGee G. Mark, 1980:208).It means that if the love is just relying on feeling, without the underlying on bond and the sacred promise, as well as the commitment to be together forever, then that love won'tlast long. Psychologist Rollo May proposed that romantic love is made up of four elements: sex, eros, philia, and agape.In conclusion, adult personal relationships containing four forms of love, this relationship based on the sexual satisfaction, a desire for eternal unification and non egoistic concern for the welfare of others. But unfortunately, this kind of authentic love quite difficult to accomplish. At the same time, love hint of tenderness, passion, commitment, and devote themselves to the beloved personal interests, from there, love gives rise to will, the will is an impulse that comes from love, where lover have a will to unite with people they love (May, 1969: 146). In this case, if the love for partneris not strong enough to keep the relationship in order to survive and also the lack of commitment and promise, then sometime there will arise a feeling of love to others, and if the love is greater than the old partner, then the infidelity could happen. In literature like novel, many of whichraised issue of infidelity, where in novel, is related to the human's emotion and expression of feeling, Including ideas, motivation, and describe it by using language. Novel also has people or characters with their own personalities that can represent and act to carry issues that occur in the society. Morover, the dispositive of characters is described in outline only and the events described, contains a mental conflict, which resulted in a change of fortunes. A novel TheMuseum of Innocence by Orhan Pamuk has many sources in culture, love, social, combined into a variety of events and actions. The Museum of Innocence by Orhan Pamuk also depicts infidelity between a rich man and a poor shop girl, in the background of the Turkish city which at that time was experiencing modernization. These issues of infidelity in the background of love willbe discussed in more interesting and more complex from a variety of perspectives in one character. Orhan Pamuk was born in Istanbul in 1952 and grew up in a large family similar to those which he describes in his novelsCevdet Bey and His SonsandThe Black Book, in the wealthy westernised district of Nisantasi. As he writes in his autobiographical bookIstanbul, from his childhood until the age of 22 he devoted himself largely to painting and dreamed of becoming an artist. After graduating from the secular American Robert College in Istanbul, he studied architecture at Istanbul Technical University for three years, but abandoned the course when he gave up his ambition to become an architect and artist. He went on to graduate in journalism from Istanbul University, but never worked as a journalist. At the age of 23 Pamuk decided to become a novelist, and giving up everythingnelsenretreatednintonhisnflatnandnbeganntonwrite. His first novelCevdet Bey and His Sonswas published seven years later in 1982. The novel is the story of three generations of a wealthy Istanbul family living in Nisantasi, Pamuk's own home district. The novel was awarded both the Orhan Kemal and Milliyet literary prizes. The following year Pamuk published his novelThe Silent House, which in French translation won the 1991 Prix de la découverte européene.The White Castle(1985) about the frictions and friendship between a Venetian slave and an Ottoman scholar was published in English and many other languages from 1990 onwards, bringing Pamuk his first international fame. The same year Pamuk went to America, where he was a visiting scholar at Columbia University in New York from 1985 to 1988. It was there that he wrote most of his novelThe Black Book, in which the streets, past, chemistry and texture of Istanbul are described through the story of a lawyer seeking his missing wife. This novel was published in Turkey in 1990, and the French translation won the Prix France Culture.The Black Bookenlarged Pamuk's fame both in Turkey and internationally as an author at once popular and experimental, and able to write about past and present with the same intensity. In 1991 Pamuk's daughter Rüya was born. That year saw the production of a filmHidden Face, whose script by Pamuk was based on a one-page story inThe Black Book. His novelThe New Life, about young university students influenced by a mysterious book, was published in Turkey in 1994 and became one of the most widely read books in Turkish literature.My Name Is Red, about Ottoman and Persian artists and their ways of seeing and portraying the non-western world, told through a love story and family story, was published in 1998. This novel won the French Prix du meilleur livre étranger, the Italian Grinzane Cavour (2002) and the International IMPAC Dublin literary award (2003). From the mid-1990s Pamuk took a critical stance towards the Turkish state in articles about human rights and freedom of thought, although he took little interest in politics.Snow, which he describes as "my first and last political novel" was published in 2002. In this book set in the small city of Kars in northeastern Turkey he experimented with a new type of "political novel", telling the story of violence and tension between political Islamists, soldiers, secularists, and Kurdish and Turkish nationalists.Snowwas selected as one of the best 100 books of 2004 byThe New York Times. In 1999 a selection of his articles on literature and culture written for newspapers and magazines in Turkey and abroad, together with a selection of writings from his private notebooks, was published under the titleOther Colours. Pamuk's most recent book,Istanbul, is a poetical work that is hard to classify, combining the author's early memoirs up to the age of 22, and an essay about the city of Istanbul, illustrated with photographs from his own album, and pictures by western painters and Turkish photographers. Orhan Pamuk's books have been translated into 46 languages, including Georgian, Malayan, Czech, Danish, Japanese, Catalan, as well as English, German and French. Pamuk has been awarded The Peace Prize, considered the most prestigious award in Germany in the field of culture, in 2005. In the same year,Snowreceived the Le Prix Médicis étranger, the award for the best foreign novel in France. Again in 2005, Pamuk was honoured with the Richarda Huck Prize, awarded every three years since 1978 to personalities who "think independently and act bravely."In the same year, he was named among world's 100 intellectuals byProspectmagazine. In 2006,TIMEmagazine chose him as one of the 100 most influential persons of the world. In September 2006, he won the Le Prix Méditerranée étranger for his novelSnow.Pamuk is an honorary member of the American Academy of Arts and Letters, and holds an honorary doctorate from Tilburg University. He is an honorary member of the American Academy of Arts and Letters as well as the Chiese Academy for Social Sciences. Pamuk gives lectures once a year in Columbia University. Lastly, he received the 2006 Nobel Prize for Literature, becoming the second youngest person to receive the award in its history. Apart from three years in New York, Orhan Pamuk has spent all his life in the same streets and district of Istanbul, and he now lives in the building where he was raised. Pamuk has been writing novels for 30 yearsnandnneverndonenanynothernjobnexceptnwriting.(http://www.orhanpamuk.net/biography.aspx) The Museum of Innocenceis the latest Orhan Pamuk's novel, published on August, 2009.Pamuk has been working on the novel for many years and it has been hinted by himself in many interviews during this period. The story, which takes place in Istanbul between 1975 and today, is about obsessive love and the great questionof what is love. This colorful and fabulous novel will not only challenge the reader's thoughts about love, but also those about marriage, sex, passion, family, friendship, and happiness. The story begin with the apparent narrator named Kemal who is engaged to be married to Sibel. Kemal is a rich man when he by chance encounters a long-lost relation, Fusun, a young shopgirl whose beauty stirs all the passion denied him in a society where sex outside marriage is taboo. But Kemal, a young man with high passion has several times having sex with Sibel, and of course it is also more likely to do so with Fusun. Kemalwho really falls in love with Fusun,goes ahead anyway with his long-planned engagement to perfect partner Sibel, then Fusundisappears. Kemal finally breaks off with Sibel, finds Fusun, waits eight years for her to dump her husband (by going to her family's home some four times a week). In relationship, there will be many problems. The union of two different people, usually can cause contention and eventually lead to big problems. Feelings of love, affection, understanding, and accepting shortcomings of couple, is the very need in a relationship. Because according to psychologist Erich Fromm in his book The art of loving (2006:99) love is an essential of human need. That is, if theneed love is not fullfilled it will cause the problems.In this novel, Kemal who had been engaged to a woman with equal social class with him, women withwell education and from a wealthy family, it seems perfect to be his life partner. Kemal eventually leaveshis fiancée in order to pursue his dream to be unite with Fusun.The infidelity issues in the novel has the most significant cause,Kemal lack of affection to his fiancee, so that makes him fall in love with another woman. This novel begin at Istanbul in 1975. Kemal is a rich and engaged manBut when Kemal encounters Füsun, a poor beautiful shopgirl and a distant relation, he becomes enthralled. And once they violate the code of virginity, when sex before married considerd as taboo at that time.The firsttime hemetwithFusunwaswhenhe boughtjennycolon bag tohis fiancee, sibel, an upper-class beautiful girl. The city of Intanbul is captured by pamuk with a romantic touch, sturdy apartments of the rich man, once supported. The lovers met in Merhamet Apartments, in a flat abandoned by his mother. He dated his first secret meeting with Fusun to the spring of 1975. At that time, Pamuk initially planned Kemal to marry Sibel, a fashionable young woman with enlightened views of life, she goes without limits enlightened with Kemal. Love becomes the main motive, when someone can destroy virginity code. Fusun ends their relationship when she learns of Kemal's engagement with Sibel. But Kemal cannot forget her. It will take Kemal almost a year to find her again, a year of driving through every neighbourhood of the enormous city, months of heavy drinking in which he loses all interest in Sibel, even after they move in together. Sibel hopes to save him from what seems an inexplicable sadness, and learning the truth enrages her. To her, Füsun is just "a common shopgirl", a slut, even though they have each only slept with one man. Both sexual and emotional infidelity bound this novel. How kemal lie and keep his secret relationship to sibel, while he loves someone else and having sexual intercourse with Fusun. Psychologist Rollo May defines love into various types, such as sex, eros, philia, and agape. Sex is defined in category where someone loves another person just because of an underlying sexual appetite. Eros is defined as a lover which includes not only sexual intimacy, but also the feeling of love, attention, care so as to make the relationship last. Philia is defined as a sincere friendship, while gape is defined as selfless feeling or don't expecting reward (Jess Feist and Gregory J. Feist, 2009:58-59). In the case of Kemal in this novel, his love for Sibel does not meet all of four elements above, thus making their relationship is not too strong to survive. Then he finds Fusun, and feel the perfect love. In analyzing Kemal's infidelity and the most influential factor, it is used some related concept and one theory. In this thesis, the problem statement is divided into two. The first problem statement deals with how Kemal's infidelityreflected in this novel. While the second problem deals with the most influential factor of Kemal's infidelity. Those problems can be analysed by using the psychological approach as the base of the guide and theory. The first statement is how Kemal's infidelity reflected in The Museum of Innocence. This statement will use the concept of infidelity by American psycologyst, Dirgostra and Barta. This concept is united and merged with the bases of marital or extramarital relationship. There are two kinds of infidelity in this concept. The writer will analyses which kind of infidelity that Kemal uses through the quotations and monologues. Then the second statement is what is the most influential factor of Kemal's infidelity. This statement will also apply the concept of infidelity factor. Actually, the are a lot of infidelity factos, but the writer only use one factor that tha most represent based on quotation in this novel. The factor is love.So, ithe writer will use the theory of love and will that become the most influential factor of Kemal's infidelity. This concept is developed by existential psychologyst, Rollo May. It is about the unity between love and will, this circles of love and will is however affected to his infidelity. Methods Research methodolgy that used in this analysis here must be qualified as an applying in literary appreciation. The thesis is regarded as a descriptive-qualitative study and uses a library research.The data obtained to answer research question study. This study uses novel of Orhan Pamuk entitled The Museum of Innocence that published in 2009 as the data source of this study. The datas are in the form of direct and indirect speech of the characters, dialogues, epilogues and quotations which indicate and represent aspect of infidelity and love and will which is experienced by the main character. This thesis is using the library method in collecting the data. It does not use the statistic method. That is why it is not served in numbering or tables. Library research used an approach in analyzing this study. The kind of library research which is used here is intensive or closely reading to search quotations or phrases. It also used to analyze the literary elements both intrinsic and extrinsic. The references are taken from library and contributing ideas about this study from internet that support the idea of analyzing. Some steps of how the data is analyzed will be described as follows: Classification based on the statement of the problems. This classification is used to avoid the broad discussion. There are two classifications in this study. They are infidelity and The main factor that lead to his infidelity. Describing Kemal's infidelity which is stated from the quotations or statements by using theory of infidelity to be applied to the data. Describing the most influential factor of Kemal's infidelity which is stated from the quotations or statements by using theory of love and will to be applied to the data. RESULT How is the students' writing ability of SMP Muhammadiyah 5 in writing descriptive text after they being taugh by picture puzzle. Infidelity, is the main topic that will be analyzed. Many couples are under the misconception that infidelity only occurs when a man and a woman have sex together. Yet, there are other forms of infidelity such as emotional infidelity.Emotional infidelity may take on different forms, but in general it is the act of forming an emotional connection with someone outside of one's formal relationship. Kemal Brasmaci, the main character of the novel, born as a wealthy and well eucated instanbul family in Nisantasi. His fascinating live, ranging from being a socialite among A class people, and he prefers to live as a modern Turkish, in which at the time, Turkey was undergoing modernization with the influence of European culture. 30-year-old Kemal Basmaci, works as a bussinessman and lives in Merhamet Apartment which will be a silent witness to his secret love adventure with his distance relation, Fusun. Initially, Kemal is set to be engaged to a well educated and high socety girl named Sibel. Kemal first meetsFusun when he bought a Jenny Colon bag to Sibel in Sazalize boutique where Fusun works in. When he step up in Sazalize boutique, Kemal looks like very attentive to every detail in Fusun's clothes and shoes, her yellow skirt, her empty shoe over her long bare legs, her long till Dexterous fingers. Kemal begins to admire Fusun's beauty. Knowing that, because it was less than 10 years they had not met. There was a silence. I looked again into one of the pockets she had just pointed to inside the bag. Her beauty, or her skirt, which was in fact too short, or something else together, had unsettled me, and I couldn't act naturally. (Pamuk, 2009:6) Based on quotation above, Kemal gives the impression of a "darting" man by notices detail of what Fusun wear. Her skirts that look very short, her beauty, and anything else that can not be said. Actually, it does not really matter, but there is something rustled in Kemal's heart. It became the beginning of Kemal's interest feeling to Fusun. Moreover, Kemal also admittes that he can't act naturally when dealing with Fusun, he feels uneasy, but rather, look awkward in front of the opposite sex, there is definitely something special, something that raises passions and encouragement in his heart, even if it happens on the first time he meet. In this case, Kemal commits emotional infidelity by having eventual emotional connection, or a feeling of interest with someone other than one his romantic partner. Beside perform emotional infidelity, Kemal also perfor sexual infidelity has been defined as behaviour of a sexual nature carried out with someone other than one's primary partner.Usually, cheating involves people meeting face – to - face, and then engaging in physical intimacy. Beside having emotional infidelity with Fususn, he also comitted sexual infidelity, because the emotional affair can lead to phsycal affair. the intimate nature of the communication, plus the emotional investment made by the people involved, places an emotional infidelity become more intimate, and perform sexual intercourse, such as having sex kissing, touching, etc. The verry first page in this novel Tells about Kemal's happiest moment of his life. Having sexual intercourse with Fusun in his appartement. We felt the same coolness rising from the musty mattress on which we were making love, the way children play, happily forgetting everything else.(Pamuk, 2009:1) Based on quoatation above, it is clearly mentioned that Kemal comittes sexual infidelity by having sexual contact with Fusun, a woman other than his one romantic partner. In the firs page of this novel, Kemal explained clearly how and the steps of having sex with Fusun, and describes the atmosphere when they were in apartment when doing so. Because having sex is actually become a necessity. They look really enjoyed with the secret relationship, the way the kids played, happy to forget everything else seemed to describe what they both feel at that moment, as if they feel in pleasure without limits and make them forget themselves, forget about all the obstacles and problems that never happened, that there was only pleasure at that time. The second analysis is about The most influential factor of Kemal's infidelity. In this novel, Kemal Brasmaci a perfect gentleman, well educated, came from a wealthy, and respectable family in the city, is set to be married to perfect Sibel, who comes from an equal family as him. Many people assume if they are a perfect match. Kemal actually love Sibel, the woman who would soon be engaged to him. They both underwent a romantic date, having a harmonious family, came into exclusive places, even they both also have made love, although in that era, having sex outside of marriage is considered as taboo. Psychologist Rollo May argues that love is a pleasure, love is a pleasure to the presence of someone, as well as a confirmation of the value and development of the beloved person, just like themselves. Love is able to make a big motivation to someone, which raises the desire to realize the dream to be unite with someone they love. While Will of its own, generating an action to self directed, so that certain goals can be achieved. Kemal actually has already realized if what he has done is the most fatal mistake in his life, even he can not imagine how the devastation that can occur, as a result of these actions. But Still his love for Fusun become a big power that able to beat all obstacle. Kemal has been trying to forget Fusun, consider if he never loved Fusun. But, it can be covered by his feelings love that he could never lose, and always encouraged him to betray his old partner. Finally, Kemal continued to repeat the days of their togetherness, having sexual intercourse in his apartement. I am certain that the fire at the heart of my tale is the desire to relive those moment of love, and my attachment to those pleasure. For years, whenever I recalled those moments, seeking to understand the bond I still felt with her, images would from before my eyes, crowding out reason; for example, Fusun would be sitting on my lap, and I would have taken her large left breast into my moth. (Pamuk, 2009:53) From the quotation above, it is illustrated that Kemal feels her turmoil, that grows more fiery, he even wants to revive the her passion of making love with Fusun, because it is considered as a pleasure for him. Kemal is very attached, and no longer awkward in doing his pleasure in his secret relationship with Fusun. His tremendous sex desire to make love with Fusun, bring it into delusion when they're together. Kemal always be remembered while they are making love, for example when Fusun sits on his lap, and he holds the Fusun's left breast, then puts into his mouth. The thing that Kemal does based on description above is sexual infidelity, because he was having sex with a woman other than his partner. Kemal pleasure in making love with Fusun, is the Will of Kemal who loves Fusun. That is, the Kemal's impulse to commit sexual infidelity influenced by his love for Fusun. It was proved that Kemal has strong emotional ties to Fusun like people who really love his partner, even for many years, Kemal still remember the time they spent together, which can not be removed from his memory. Conclusions From overalls of this study, can be conclude that Kemal comitts infidelity, by having a relationship with Fusun, and violate her engagement to Sibel. In this novel, Kemal commits two types of infidelity, they are emotional and sexual infidelity. Kemal enjoying passionate sexual intercourse and perform a deep emotional attachment with Fusun. Kemal committs both infidelities at the same time. At first, Kemal perform emotional infidelity with Fusun, starting when he met with Fusun in Sanzalize boutique, where Fusun work, he began to admire Fusun, beauty, watching his every movement, pay attention to her clothes. From there, came a strange feeling inside Kemal's heart that he had not been aware of. But over time, that feeling grow stronger. Moreover, the two lovers are getting often met. Emotional Infidelity sounds fairly simple, but it is not as simple as that. Precisely emotional infidelity more dangerous than those who experienced only sexual infidelity. Because sometimes emotional infidelity could lead to a more intimate relationship, and over time will be difficultto integral, as experinced by kemal. As already described above, that emotional infidelity can lead to sexual infidelity, because the people who are already emotionally attached, will also certainly have the desire to have sexual intercourse.In this novel, Kemal also perform sexual activities that are engaged in with someone other than one 's partner. Activities that constitute sexual infidelity include all forms of physical intimacy, from kissing to sexual intercourse. Its pretty clearly described through the evidents in this novel, that Kemal and Fusun often make an appointment to meet at the apartment and Kemal to meet, it is like two people in a drunken romance.It has been shown clearly to the quotation analysis of the first statement problem that Kemal perform his first sexual infidelity, starting by giving a kiss, till make a love. Second conclusion is, actually there must bereasonsbehindKemal's infidelity. But themost crucial factor that is found based on the novel's quotation is his love for Fusun since the beginning of his meeting in a boutique. Initially, Kemal did not have any shortage in his relationship with Sibel, his fiancee.He admitts that he loves Sibel. Even though it is not described implicitlythe describtion of his love for Sibel, but it can be inferredeksplicitly that Kemal was not really love Sibel, it is proven when Kemal seems too easy to fall in love with someone else, and since then, his attention on sibel start to reduced, and even when his relationship with Fusun grows further, he decides to break his engagement with Sibel. People who really love their partner sincerely, certainly will not to do so. Love, which is built by Kemal and Fusun is very great anf strong, exceeding Kemal's love to Sibel, probably thi is because Kemal and Sibel's relationship came from matchmaking. Kemal who love Fusun, give birth to a Will for betraying his fiancee, Sibel. It means that the Will here, is an impulse to do something, without being influenced by the values of the good or bad.Those impulse can take him into a particular direction in which the desired goal can be realized. People who loves someone, like Kemal, definitely have a desire to be happy with Fusun, or want to united with her, So that it can give rise animpulse in his heart to betray his partner, so he could be much longer having relationship with Fusun, a person he love. Refference Drigotas, S.M., & Barta, W. 2001. The cheating heart:Scientific explorations of infidelity.New York: Guildford Press Feist, Jess and Feist, Gregory J. 2009.Teori Kepribadian:Theory of Personality. Terjemahan Sjahputri Smita Prahita. Jakarta:Salemba Humanika --- . 2009. Theories of Personality. Terjemahan Santoso Yudi. Jakarta:Pustaka Belajar Friedman S., Howard, Miriam W. Schustack.(2006). Kepribadian Teori Klasik dan Riset Modern. Jakarta:Erlangga Fromm, Erich, 2006. The Art of Loving.Seoul:Choun Publishing Co. Glass, S. P., & Wright, T. L. 2004. The relationship of extramarital sex, length of marriage,and sex differences on marital satisfaction and romanticism:Athanasiou's data reanalysed. Journal of Marriage and the Family May, R. 1967. Pshycology and the Human Dillema. Princeton, NJ:Van Nostrand McGee, Mark G. 1980. Introductory Psychology Reader. St. Paul: West Publishin CO. Pamuk, Orhan.2009. The Museum of Innocence. New York: Vintage Internet Source: http://www.orhanpamuk.net/biography.aspx
Introduction : establishing linguistic human rights / Tove Skutnabb-Kangas and Robert Phillipson -- Linguistic human rights in international law / Robert Dunbar -- Approaches to linguistic human rights in political theory and sociology / Stephen May -- Linguistic and epistemic erasure in Africa : coloniality, linguistic human rights and decoloniality / Kathleen Heugh -- Struggling to access health information in the midst of a pandemic : linguistic human rights in Indonesia / Hywel Coleman and David Fero -- Economic and policy issues in linguistic human rights promotion / FrançOis Grin -- Preventing the implementation of linguistic human rights in education / Tove Skutnabb-Kangas -- Debating linguistic human rights in Militarised Myanmar : political agitation and policy deliberation / Joseph Lo Bianco -- Language policy implications of "global English" for linguistic human rights / Robert Phillipson -- From neoliberal to Decolonial language rights and reparative linguistic justice / Ahmed Kabel -- Some shortcomings of linguistic rights / Gudmundur Alfredsson -- Linguistic human rights challenges in the work of the UN Special Rapporteur on Minority Issues / Fernand De Varennes -- Time, politics, and linguistic human rights : bringing words to our songs / Elsa Stamatopoulou -- Linguistic human rights challenges in the work of the UN permanent forum on indigenous issues / Ole Henrik Magga -- Linguistic human rights in relation to the administration of justice : a European perspective / Kristin Henrard -- Using the UN Human Rights Treaty System to defend LHRs / Andrea Bear Nicholas, Lorena Fontaine, Amos Key Jr., and Karihwakéron Tim Thompson -- The Bangkok statement on language and inclusion : a rose by any other name? / Kirk R. Person -- Linguistic human rights in the work of the world federation of the deaf / Victoria Manning, Joseph J. Murray and Alexandre Bloxs -- Resistance to the violations of linguistic Human Rights in Nunavut, Canada / Aluki Kotierk -- Linguicide and historicide / Andrea Bear Nicholas -- Linguistic Human Rights for Indigenous Peoples in the USA / Jon Reyhner -- Linguistic Human Rights of Minorities in China / Minglang Zhou -- Linguistic Human Rights in Tibet : advocacy and denial / Gerald Roche -- Linguistic, Cultural, and Ethnic Genocide of the Uyghurs in Xinjiang, China / Abduweli Ayup, Shungqar Tékin and Erkin Sidick -- Linguistic Human Rights in Kurdistan / Jaffer Sheyholislami -- The Linguistic Human Rights Plight of Hungarians in Ukraine / István Csernicskó and Miklós Kontra -- A tale of two springs and an impending winter : linguistic Human Rights and the Politics of Dignity in North Africa / Ahmed Kabel -- English linguistic imperialism and mother tongue medium education in Ethiopia / Yirga Gelaw Woldeyes -- Judicial interpretations of the Law to Safeguard Linguistic Minorities in India / E. Annamalai -- Linguistic human rights and higher education : reflections from India / Shivani Nag -- Language matters for development, peace, and reconciliation : the Case for Change in Haiti / Dominique Dupuy -- Romani emancipation and linguistic human rights / Dieter W. Halwachs -- Finnish and Swedish as National Languages of Finland : a linguistic human rights success story : why and how? / Markku Suksi -- When implementation of linguistic human rights does not match legislation : the case of Sweden / Jarmo Lainio -- Court challenges and linguistic human rights : the Canadian Case / Pierre Foucher -- Linguistic human rights of Indigenous Sámi in the Finnish education system / Ulla Aikio-Puoskari, Gáppe Piera Jovnna Ulla -- Time of promise in Latin America : linguistic human rights from within language communities / Gabriela Pérez Báez and Yásnaya Elena Aguilar Gil -- Pueblo revitalisation in education in Southwest USA / Christine Sims -- Language endangerment and linguistic human rights of a cross-border minority : Karelian in Russia and Finland / Anneli Sarhimaa -- Linguistic human rights in Russia / Janne Saarikivi -- Challenges in the acknowledgement and implementation of linguistic Human Rights in Nepal / Lava Deo Awasthi, Mark Turin and Yogendra Prasad Yadava -- Linguistic Human Rights in Education in India : Odisha's partial success story / Ajit Mohanty -- Māori revitalisation in Aotearoa/New Zealand / Richard Benton -- The history of linguistic human rights at Gallaudet University / Awny Holmes Hlibok and Laurene E. Simms -- The role of interpreting and translation in promoting linguistic human rights / Gabriel González Núñez -- Language testing/assessment and linguistic human rights / Elana Shohamy -- Promoting linguistic human rights through language documentation / M. Paul Lewis -- Linguistic human rights, living tongues institute for endangered languages, and the rise of the multilingual internet / Gregory D. S. Anderson and Anna Luisa Daigneault -- Disaster linguicism as deprivation of the victims' linguistic human rights / Shinya Uekusa and Steve Matthewman.
